Collins, Claire; Compton-Lilly, Catherine; Croom, Marcus; Cun, Aijuan; Douglas, Kristian; Lewis Ellison, Tisha; McVee, Mary B.; Rogers, Rebecca; Skerrett, Allison (2023). Review and Scholarly Syntheses as Anti-Racist Action. Literacy Research: Theory, Method, and Practice, v72 n1 p74-117. At the final session of the 2022 Literacy Research Association Conference, Catherine Compton-Lilly, Marcus Croom, Mary McVee, and Allison Skerrett presented critical work related to equity, representation, and race in literacy scholarship. Panelists shared concerns and pursued a shared goal. Specifically, as literacy scholars, they recognized that like the empirical research conducted in classrooms and communities, review scholarship–scholarship that aspires to make sense of large bodies of available research–is always subject to systemic biases, privileging, and racism. In this panel session, we intentionally sought to dismantle biases through four review-oriented projects that–each in its own way–attempts to counter the systemic whitewashing that has characterized review scholarship in literacy…. [Direct]

Rita Kohli; Uma Mazyck Jayakumar (2023). Silenced and Pushed Out: The Harms of CRT-Bans on K-12 Teachers. Thresholds in Education, v46 n1 p96-113. Over the past year, sweeping local and state-wide policies framed as bans against "CRT" are being propagated to restrict how race and racism can be taught in K-12 schools across the nation. As a result, schools are increasingly becoming a place where teachers face interpersonal and professional risk for teaching about US racial realities, including threats to their professional licenses for engaging historical or current day topics of race, inequity and injustice. In this article, we first draw on CRT to analyze how CRT-bans leverage white defensiveness and white comfort to restrict instruction and discourse about systemic racism, thereby upholding it. Second, we describe a mixed methods research study with 117 teachers across the US that provides an initial look at how teachers are being harmed by these bans. The data suggests that CRT-bans are negatively impacting the racial climate of schools and contributing to the systematic pushout of teachers, particularly those… [PDF]

Dennis L. Rudnick, Editor (2024). Resisting Divide-and-Conquer Strategies in Education: Pathways and Possibilities. Myers Education Press "Resisting Divide-and-Conquer Strategies in Education: Pathways and Possibilities" examines the ways in which divide-and-conquer strategies operate in the American public education system. In U.S. education, these mechanisms are endemic and enduring, if not always evident. Coordinated, strategic, well-funded, politically-viable campaigns continue to stoke fear, othering, villainization, and dehumanization of minoritized groups, pushing false and problematic narratives that inhibit progress toward social justice. Weaponizing hegemony and leveraging misinformation, reactionary agents and institutions seek to suppress truth, block access to democratic participation, and dismantle education and other sites of emancipatory possibility through the strength of divide-and-conquer mechanisms, pitting relatively disempowered groups against one another to preserve the dominant social order. Readers of this book will encounter conceptual and critical interrogations of divide and… [Direct]

Leann Lear (2024). Tensions in Decolonizing International School Educators: A Case Study. ProQuest LLC, Ed.D. Dissertation, Arizona State University. Each year, the existing cohort of elementary teachers at The American School participate in a professional development program. This program includes both academic and social adaptation resources and support for teachers within the school community. Previous to this research study, the program mostly included training on academic programs, assessment strategies that align with the policies and resources for teachers to explore to support their curriculum. Most teachers requested training on the standards and assessment practices as the school made strategic shifts toward new pedagogical practices. Glaringly absent from this training was any support with the cultural transition for teachers, most of whom have not worked within a Mexican school setting with a largely Mexican family demographic. This action research study draws from theories of decolonization, postcolonialism, culturally relevant pedagogy, cultural mindset and critical whiteness studies. This case study took place… [Direct]

Meuth, Jane A. (2009). An Examination of the Underrepresentation of African American Faculty in Illinois Institutions of Higher Education. ProQuest LLC, Ph.D. Dissertation, Southern Illinois University at Carbondale. The current study was conducted to examine the underrepresentation of African American Faculty in Illinois institutions of higher education. The researcher used the critical race theory and cultural proficiency theory to frame the study. The following research questions guided the study: (1) What challenges and barriers have African Americans experienced in receiving a quality education? (2) In what ways does family structure affect the success of African American professors toward the completion of a graduate degree? (3) What positive experiences have African Americans had throughout their educational career to encourage their pursuit of the professoriate? and (4) How can faculty diversity be obtained among institutions of higher education? The study employed a mixed-methods research design to examine the experiences of African American faculty members employed in Illinois higher education institutions. The quantitative portion of the study consisted of an online survey distributed… [Direct]

Christina Marie Ashwin (2018). Beyond "Talking Different": White Pre-Service Teachers' Critical Race Talk about Teaching Dialect Diversity. ProQuest LLC, Ph.D. Dissertation, University of Pittsburgh. This dissertation documents 214 White pre-service English Language Arts teachers' engagement in explicit discussions of race and racism in online class discussions about teaching about dialect diversity. Participants were recruited from eight geographically distinct teacher education programs in the United States that implemented Godley and Reaser's (2018) dialect diversity mini-course. Informed by scholarship on White teachers' talk about racism, I analyzed participants' engagement in what I call "critical race talk"–talk about race that acknowledges systemic racism and White privilege. I used qualitative research methods to identify themes within the subset of White teachers' comments that included critical race talk. Even when prompted to discuss race and dialects in critical ways, only 3% of the 2,900 discussion board posts authored by White teachers included critical race talk. Twenty-nine percent of White teachers voiced critical race talk at least once. Teachers… [Direct]

Curtner-Smith, Matthew D.; Jowers, Richard F. (2022). "It's My Time to . . . Fight Some of These Battles": The Life History of an Exemplary African American PETE Faculty Member. Journal of Teaching in Physical Education, v41 n4 p650-659 Oct. Purpose: To construct the life history of an exemplary veteran African American physical education teacher education faculty member. Method: The participant was Dr. Andrew Lewis, a retired professor from the College of Charleston. Data were collected through formal semistructured interviews, informal interviews, and documents and artifacts. They were analyzed using analytic induction and constant comparison. Findings: Key findings were that Lewis experienced a significant amount of marginalization throughout his life and career. In addition, he was subjected to different forms of microaggression and stereotype threat. Lewis dealt with these forms of racism by emulating several of his teachers and professors, working hard, and performing to a high level. In addition, he altered the pedagogy he employed. Conclusion: Lewis's counter-story has the potential to influence other African American physical education teacher education faculty members, administrators, and those who perpetuate… [Direct]

Boutte, Gloria; Braden, Eliza G.; Gibson, Valente'; Jackson, Jarvais (2022). Using Afrocentric Praxis as Loving Pedagogies to Sustain Black Immigrant Racial Identities. International Journal of Qualitative Studies in Education (QSE), v35 n6 p569-587. In this article, we chronicle two African American, male teachers' (fourth and fifth-grade teachers at the same school) use of Afrocentric praxis to demonstrate how the identities of African Diasporic students can be honored and sustained. We begin by explaining the conceptual framework and the context of the school and classrooms. We focus our gaze on the two teachers and Yandi, a second-generation immigrant child, because complex cultural identities are often forgotten and negated in school. We reflect on the pedagogical needs of Yandi as a student whose parents are first generation immigrants to the U.S. We demonstrate how layering the content of African-Diasporic people using Afrocentric praxis can serve as methods to actualize pedagogical love and can be used to engage and invite Black students whose parents are recent immigrants. We conclude with recommended resources…. [Direct]

Brooms, Derrick R.; Clark, Jelisa S.; Franklin, William; Smith, Matthew (2021). Understanding the Laws of Harvest: Black and Latino Male Collegians Enacting Critical Race Care as Youth Mentors. Teachers College Record, v123 n12 p155-179 Dec. Background/Context: In recent years, there has been a proliferation of student engagement programs intended to increase college access, retention, and graduation for Black and Latino males. Although supporting Black and Latino male students' educational opportunities and success efforts is an urgent need, few studies examine their collective leadership experiences–either on campus or in the community. These experiences are important in understanding how engagement and leadership are vital components for Black and Latino males' sense of self, community ties, and collective consciousness. Focus of Study: We investigate the collegiate experiences and engagement of 12 Black and Latino male students in the Brothers Empowering Collective Achievement (BECA; pseudonym), a male-centered program at a Hispanic-serving institution. We explored their leadership and mentoring experiences through the following research questions: (1) How do Black and Latino college men make sense of their… [Direct]

R√≠os Vega, Juan A. (2023). School to Deportation Pipeline: Latino Youth Counter-Storytelling Narratives. Journal of Latinos and Education, v22 n1 p258-270. This article analyzes Julio's counter-storytelling narratives as an undocumented and Latino youth attending schools in the Southeast. Through his narratives, this case study discusses how gender, accent, socioeconomic and immigration status intersect multiple layers of discrimination, pushing Julio out of school prior to his self-deportation. The author concludes how the use of dialogue journaling can allow teachers, school administrators, and other stakeholders to become culturally sensitive to support Latinx youth…. [Direct]

Wiley, Brittany Anais (2021). Parables of Passing and Pedagogy: A Practitioner Study of Teaching Africana Literature Online. ProQuest LLC, Ed.D. Dissertation, San Francisco State University. The purpose of this practitioner-based self-study was to examine critical race pedagogy (CRP) in online course instruction and design. This was a qualitative study that used narrative inquiry and grounded theory methodological approaches to explore my Africana literature courses taught in an asynchronous online instructional mode of delivery during the Fall 2016 semester. This culminating project was guided by a community of inquiry and critical race pedagogical framework. The first chapter introduces the organization of the study, research problem, and review of the literature focused on online education, CRP in ethnic studies and Africana studies, and community of inquiry. Chapter 2 discusses methodology and my role as a researcher conducting a self-study of my own teaching practices. Chapter 3 presents the findings, narrowing in on a lesson about racial passing. This key chapter highlights student participants in public forums and written reflection assignments. Chapter 4… [Direct]

Lee Her; Peter I. De Costa; Vashti Wai Yu Lee (2024). Heritage Language Identity Matters: Tracing the Trajectory of a Chinese Heritage Mother and Contested Chinese Dual Language Bilingual Education. Studies in Second Language Learning and Teaching, v14 n1 p75-96. This article presents a narrative inquiry of a Chinese heritage mother to theorize and explicate how historical, relational, and spatial processes impacted her negotiation with power and agency in relation to her own heritage language (HL) identity development. A narrative approach enables us to draw on participant counter-stories against master narratives that erase experiences of marginalization of Asians in Asian language education in the United States. We do this through a model of HL identity development (Zhou & Liu, 2022) supplemented by an AsianCrit lens (Iftikar & Museus, 2018). We show the importance of normalizing Chinese as a HL outside of the home in terms of language maintenance as well as the impact such normalization has on the development of an affirmative Chinese HL identity. We add that spaces for such identity development are deeply associated with language programs like dual language bilingual education (DLBE), especially as the number of DLBE… [PDF]

Gritter, Kristine Mensonides; Lau, Wing Shuen (2022). Hidden Voices: How Chinese Immigrant Educators Implement Culturally Inclusive Practices in U.S. Classrooms. New Waves-Educational Research and Development Journal, v25 n1 p65-81 Sum. In this article, we investigate Chinese immigrant teachers' cross-national education experiences in determining the implementation of culturally inclusive practices in United States classrooms. Based on a critical framework of culturally responsive teaching, findings of our multiple-case study indicated our participants regard teaching in the U.S. as less certain as a vocation and regard Asian teacher educators in the U.S. as critical bridges to teaching language in the U.S. Although all participants had extensive training in second language teaching, they noted gaps in knowledge of American student culture. The participants also indicated that an ideal classroom was a place of cultural harmony where divergent views could be valued and shared. Given that extremely limited published research exists documenting how Chinese immigrant teachers conceptualize and practice culturally responsive teaching, this study is an entry to understanding the experiences of Chinese immigrant educators… [PDF]

Finkelstein, Joan (2022). Three Rs for Dance Education Now: Reexamine! Reevaluate! Reimagine!. Journal of Dance Education, v22 n3 p170-174. America's current sociocultural moment requires that we reexamine, reevaluate, and reimagine our dance education policy documents, curriculum, and classroom practice. This position paper raises questions about the assumptions underpinning our dance education archival discourse and infusing the language we use to articulate it. A return to scientific approaches to education featuring standardization and accountability, which threatens to further marginalize non-dominant voices, makes this inquiry urgent. I describe my current research as an example of this direction for inquiry. Referencing the standards' history, dance education's historical influences and counter-narratives, and motor learning theories in cultural context, I propose that explicit and implicit cultural messages in our standards may convey Euro-Western aesthetic, epistemological, and pedagogical frameworks, reflecting widely accepted dance education practices. Further, I question whether our standards and our practice… [Direct]

Croft, Sheryl J. (2022). Pre-Brown African American School Leadership Paradigm: A Conceptual Model. Journal of School Leadership, v32 n6 p636-657 Nov. This research answers the question, "How did pre-Brown African American school leaders lead their schools?" After conducting a metasynthesis on the leadership practices of pre-Brown African American school leaders, I constructed the Pre-Brown African American School Leadership Paradigm (PAASLP) and model. The PAASLP describes a paradigm that bridges a gap between under-researched leadership beliefs, goals, and practices of pre-Brown African American school leaders during segregation and up through desegregation. Aspirational beliefs were grounded in the assertion that through an exemplary education student could develop the skills to move beyond the segregated society and aspire to a different life free from imposed barriers. Resistant beliefs focused on practices designed to prepare students to engage and participate fully in democratic citizenship and to resist the constraints of the society in which they lived. This emergent paradigm offers a basis for African American… [Direct]

White, Ashley L. (2022). Reaching Back to Reach Forward: Using Culturally Responsive Frameworks to Enhance Critical Action amongst Educators. Review of Education, Pedagogy & Cultural Studies, v44 n2 p166-184. In this paper, I draw upon salient literature and collective discussions to map a conceptual framework that focuses on foundational understandings and practices needed to prepare majority white preservice teachers for educating the nation's increasingly diverse student population. The presentation of framework in this piece reflects enhancements through the consideration of language choice and my individual application of Freire and Carlson et al.'s work. I introduce this topic with a brief explanation of culturally responsive practice and its importance in grounding the teaching profession in a concept and exercise to increase equitable outcomes for all students. Secondly, I provide a brief review of the foundational literature considered in mapping the conceptual framework as well as a rationale for the development of the proposed framework. I also employ Freire's scholarship of consciousness and Carlson et al.'s extension on reflection to underscore the necessity of these… [Direct]

Lindsay Weinberg (2022). From Smart Cities to Wise Cities: Studying Abroad in Digital Urban Space. Frontiers: The Interdisciplinary Journal of Study Abroad, v34 n2 p11-26 Aug. This article analyzes the impact of experiential and inquiry-based learning exercises in a 2019 Toronto study abroad course on smart cities for first-year students. The course treated the city as a text to be read, analyzed, and unpacked. Students engaged with the disciplines of urban studies, critical race and ethnic studies, and surveillance studies in order to assess Toronto's smart city initiative while exploring firsthand how technology and urban planning currently structure the lived experiences of Toronto's inhabitants. Ultimately, students came to understand how data analytics order, pattern, and structure the complexity of urban life in ways that can be inclusionary and exclusionary, democratic and autocratic. They gained an appreciation for why a range of stakeholders with disparate social and economic power perceive smart city initiatives differently, and they theorized what it might mean to live in a wise city that accounts for history, ethics, and power…. [PDF]

Leonardo, Zeus, Ed.; Martinez, Corinne, Ed.; Tejeda, Carlos, Ed. (2000). Charting New Terrains of Chicana(o)/Latina(o) Education. Themes of Urban and Inner City Education. In many areas of education, Chicanos and Latinos have the lowest achievement and attainment of the major ethnic groups in the United States. In contrast to various deficit theories, this book argues that the Hispanic educational experience and outcomes can only be understood in relation to the development of U.S. and global capitalism and the institutionalization of class and race relations in U.S. society. Following an introduction "Critical Multiculturalism and Globalization: Transgressive Pedagogies in Gringolandia, Cueste Lo Que Cueste" (Peter McLaren, Ramin Farahmandupur), the chapters are: (1) "Toward a Critical Race Theory of Chicana and Chicano Education" (Daniel G. Solorzano, Tara J. Yosso); (2) "Historical Struggles for Educational Equity: Setting the Context for Chicana/o Schooling Today" (Dolores Delgado Bernal); (3) "Transcending Deficit Thinking about Latinos' Parenting Styles: Toward an Ecocultural View of Family Life" (Angela…

Saddler, Craig A. (2005). The Impact of Brown on African American Students: A Critical Race Theoretical Perspective. Educational Studies: Journal of the American Educational Studies Association, v37 n1 p41-55. There is no doubt that the 1954 Brown v. Board of Education of Topeka, Kansas, Supreme Court decision was instrumental in initiating monumental change in the ways public schools have operated. The central question addressed by the Supreme Court in the Brown cases (1954, 1955) was whether segregation of children in public schools solely on the basis of race deprives minority children of equal educational opportunities even when all else is equal. The author suggests that the problems faced by African American students are complex and convoluted when contextualized in traditional notions of effective schooling. Such is the case because African American students are filtered into lower educational tracks at such a rapid pace and are often the unfortunate victims of mis-education. The author uses critical race theory to deconstruct the historical as well as contemporary resistance offered to the full implementation of the Brown decision. How we have arrived at the present state of… [Direct]

Berila, Beth; Keller, Jean; Krone, Camilla; Laker, Jason; Mayers, Ozzie (2005). His Story/Her Story: A Dialogue About Including Men and Masculinities in the Women's Studies Curriculum. Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, v16 n1 p34-52. In section I of this article, Beth Berila, director of Women's Studies at Saint Cloud State University (SCSU), St. Cloud, Minnesota, provides a theoretical argument for incorporating Gender Studies into Women's Studies programs, drawing on recent analyses in feminist studies, queer theory, critical race theory, and transnational feminism. In section II, Jean Keller describes, from a program director's perspective, the process whereby the College of Saint Benedict/Saint John's University (CSB/SJU) evolved from a position in which many of the Women's Studies faculty were wary of Men's Studies to support of the incorporation of Men's Studies as an explicit requirement of the two required courses for their Gender and Women's Studies (GWST) minor. In section III, Ozzie Mayers and Camilla Krone, two long-time Gender and Women's Studies faculty members at CSB/SJU, describe the evolution of the introductory course from being focused on women to integrating men and men's concerns. They…

Leonardo, Zeus (2016). Tropics of Whiteness: Metaphor and the Literary Turn in White Studies. Whiteness and Education, v1 n1 p3-14. A critical analysis of whiteness unavoidably relies on using metaphors in order to understand or apprehend its object of study. In this effort, scholars of whiteness recruit tropes to describe whiteness and in the process discursively constitute its contours, concerns and contradictions. In short, the tropics of whiteness reveal something symptomatic about critical scholars' ability to intervene in relations of domination through race theory, but they also expose areas benefitting from reflection, such as the link between language use, power and history. Finding purchase in Hayden White's use of 'emplotment', or the literary turn in history, I argue that the literary turn in Whiteness Studies is underutilised yet useful in a critical social theory of whiteness. In this article, I describe three dominant systems of tropes found in Whiteness Studies: tropic of the singularity (whiteness as only one thing), tropic of the multitude (whiteness as many things) and tropic of the journey… [Direct]

Mac√≠as, Luis Fernando (2022). International for Processing Purposes: A Critical Examination of DACA Recipients' Post-Secondary Admissions in Ohio. Journal of Higher Education, v93 n5 p818-846. In 2011, Ohio passed state-wide legislation prohibiting undocumented students from receiving in-state resident tuition (ISRT). In 2013, a student-led advocacy campaign resulted in the Ohio Board of Regents extending ISRT consideration to recipients of Deferred Action for Childhood Arrivals (DACA), a subsection of the larger population of undocumented students. This qualitative study examines the impact of DACA on ISRT policies and their implementation, particularly in states that have incongruent ISRT policy environments impacting their growing immigrant communities. This qualitative work utilizes a critical race methodology to analyze the perspectives of nine racially diverse DACA recipients as they applied to predominately white institutions (PWIs) of higher education across the state. Regardless of acknowledged or unacknowledged ISRT eligibility, evidence suggests public institutions of higher education in Ohio categorize DACA college applicants as "international for… [Direct]

Destler, Katharine; Diliberti, Melissa Kay; Hill, Paul; Jochim, Ashley; Schwartz, Heather (2023). Navigating Political Tensions over Schooling: Findings from the Fall 2022 American School District Panel Survey. Center on Reinventing Public Education Public schooling has always been politically fraught, but current disagreements over issues related to race, sexuality, gender, and COVID-19 have reached a tipping point. According to this report from the Center on Reinventing Public Education and RAND, half of school system leaders say that these disagreements are disrupting schooling. Almost one in three district leaders also said their educators had received verbal or written threats about politically controversial topics since fall 2021. The findings come from surveys issued to 300 district and charter network leaders and interviews with superintendents. Their responses shed light on how political polarization has affected classrooms and how districts are responding. This report presents results from the fall 2022 survey of the American School District Panel (ASDP). The ASDP is a research partnership between RAND and CRPE. The panel also collaborates with several other education organizations, including the Council of the Great… [PDF]

Evans-Winters, Venus E.; Hines, Dorothy E. (2020). Unmasking White Fragility: How Whiteness and White Student Resistance Impacts Anti-Racist Education. Whiteness and Education, v5 n1 p1-16. The authors analyse how white undergraduate pre-service teachers resist anti-racist teacher education courses, and how acts of white fragility and white student resistance are employed against Black female professors. In this discussion, we draw from our experiences as two Black women faculty at two predominately white institutions (PWI). Using Critical Race Feminism we discuss how white student resistance is manifested in social interactions with Black female faculty, and how the racialized and gendered spaces of higher education, specifically teacher education, impacts teaching and learning. We introduce a conceptual framework for elucidating white student resistance using psychological and sociological concepts including (1) passive-aggressive behaviours; (2) groupthink, (3) lynch mob; and (4) bystander's effect. This article advances scholarship on white student resistance to non-hegemonic curriculum in higher education, and how whiteness structures student's ability to develop… [Direct]

Blum, Grace Inae; Hougan, Eric; Reyes, Keith (2021). Being More than Just Seen: The Struggle of Navigating the White Space of Teacher Education. Journal for Multicultural Education, v15 n3 p239-252. Purpose: The purpose of this study was to identify and understand the experiences of teacher candidates and alumni of color within a multi-campus teacher preparation program at a large public institution in the northwest region of the USA. Design/methodology/approach: This qualitative study used focus group methodology. Four semi-structured interviews of participants were conducted to investigate the opportunities, challenges, resources and supports experienced by participants in the teacher preparation program. Findings: The findings indicate that while participants had varied individualized experiences within the teacher preparation program, many of them had common experiences that impacted their overall success within the program. These shared experiences include finding their voices silenced and seeking out experiences of authentic care. Originality/value: This study contributes to the growing body of research focused on the recruitment and retainment of students of color within… [Direct]

Lubienski, Christopher; Malin, Joel R. (2022). Information Pollution in an Age of Populist Politics. Education Policy Analysis Archives, v30 n94 spec iss Jul. The increasing influence of private interests in public policy has been facilitated by a growth in sources of "alternative" information and expertise. In education, teachers and schools are often the targets of these sources. This has been associated with a new political economy where private interests advance reform agendas largely through funding new information sources that ignore long-standing empirical evidence on factors shaping school outcomes in favor of anecdotes and misunderstandings about issues in education. This manuscript argues "information pollution" relative to U.S. politics and policy is presently at crisis levels, and that it is particularly acute relative to education policy. In this policy area, we show how special interests are using (mis)information strategies to purportedly elevate parent voices but are in effect promoting the interests of private actors and de-professionalizing both expertise and educators. We seek to understand this major… [PDF]

De Jes√∫s, Anthony; Johnston, Anthony R.; Siler, Don (2022). "The Name Game": Adolescent Racialization in the Era of Trump. Equity & Excellence in Education, v55 n1-2 p105-117. Following the 2016 US presidential election, schools reported an alarming level of fear and anxiety among students of color, increased racial and ethnic tensions in the classroom, and fear of deportation for immigrant youth. Collectively, this phenomenon has been termed "the Trump effect." In this study, we examined the details surrounding a specific incident of racial violence at a high school in a Northeast town to provide an emic perspective on this phenomenon. We examined how the events, school response, and vitriolic rhetoric and political discourse in the larger culture contributed to the racialized identities of students who were at the heart of the events…. [Direct]

Fast, Idit (2023). Mechanisms of Exclusion: Group Homogenization and Deficit Thinking in Integrated Schools. Educational Policy, v37 n6 p1763-1790 Sep. School integration and inclusion are important for educational equity, yet inclusionary educational policies often end up being exclusionary in practices. In this article I contribute to our understanding of school level mechanism underlying this process. I draw on 2 years of data collection in a progressive culturally responsive school implementing a voluntary students assignment policy to increase the share of low-income students of color in the school. I show how a conflict with dissenting mothers over gender-unlabeled bathrooms became a conflict over the meaning of inclusion when school leaders applied deficit thinking that saw low-income parents of color as less likely to support the program, despite heterogeneity in dissenting mothers' background, and how as result dissenting mothers felt excluded from the school community and the needs of transgender students were unmet. These findings have important implications for theory and practice and for creating inclusive schools…. [Direct]

L√≥pez, Francesca (2022). Can Educational Psychology Be Harnessed to Make Changes for the Greater Good?. Educational Psychologist, v57 n2 p114-130. As the American Psychological Association and Division 15 committed to addressing systemic racism after the 2020 summer of racial reckoning, orchestrated political attacks that vilify pedagogical approaches aimed at addressing racial injustice have thwarted schools' efforts across the nation. Against this context, the overarching aim of this article is a call to action for educational psychology to contribute to changes for the greater good. To that end, the article contextualizes the field's lack of engagement in contemporary schooling controversies before turning to a discussion of the contemporary attacks against anti-racist approaches. A concise historiographical review is provided to illustrate the recurring tensions that have consistently thwarted equitable educational efforts. After discussing how growing scholarship focused on anti-racist research approaches in educational psychology can shape educational psychology's future with a vision toward an anti-racist social purpose… [Direct]

Goodman, Christie L., Ed. (2022). IDRA Newsletter. Volume 49, No. 8. Intercultural Development Research Association The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "Student Voice for the New School Year." Contents include: (1) LGBTQ+ Inclusive Education is Not Dangerous, Nor is it a Difficult Feat (Manav Lund); (2) School Support Systems Help Students Succeed (Shreya Selvaraju); (3) Policing Students Through Dress Codes Needs to Stop (Ryan Cyrus); (4) Equip Schools to Support Student Mental Health (Tatiana Mart√≠nez Alvarez); (5) Mexican American Studies is American History (Josu√© Peralta de Jes√∫s); (6) School Safety Requires Listening (Hawaii Guerin); (7) We Need a Well-Rounded Education — An Open Letter to Lawmakers (Kennedy Moore); and (8) Dress Codes: A Racist, Sexist History and Why They Must be Changed (Adam Shelburn)…. [PDF]

(2023). Report of a Special Committee: Political Interference and Academic Freedom in Florida's Public Higher Education System. American Association of University Professors In November 2022, Florida governor Ronald DeSantis, won reelection by a decisive margin and the Republican party gained supermajorities in both houses of the state legislature. During the governor's first term and after reelection, the Florida House and Senate passed legislation and the DeSantis administration took executive actions that further aimed to censor the teaching and learning of certain historical topics; potentially criminalize some discussions of race, gender, and sexuality; stigmatize, marginalize, and exclude transgender people. In the wake of these developments, it quickly became apparent that the governor's education program, which initially focused on K-12 schools, had ominous and direct consequences for public higher education as well. The threat to higher education and, more specifically, to foundational principles of shared governance and academic freedom, intensified in early January 2023 when the governor appointed six new trustees to the board of New College… [PDF]

Adriana √Ålvarez (2023). Agentive Roles and Metalinguistic Negotiations: The Linguistic Capital in Interactions between Parents and Children from Mexican Immigrant Backgrounds. Journal of Language, Identity, and Education, v22 n6 p652-672. This qualitative case study examined the interactions between four Mexican parents from immigrant backgrounds and their children during the process of creating two biliteracy family projects that centered on their experiential knowledge. Informed by a theoretical lens of sociocultural linguistics and community cultural wealth, this study examined the kinds of linguistic capital in parent-child interactions that present a contrastive micro analysis within the macro context of a school district with a history of linguistic oppression and discrimination. The main data sources were the recorded interactions between parents and children that took place in their homes and classroom workshops. Findings demonstrate the ways that children's agentive roles were produced through discursive patterns, and how parents and children engaged in metalinguistic negotiations and co-constructions from oral to written descriptions that followed a gradual increase in complexity. Findings revealed how these… [Direct]

Linley, Jodi L. (2017). Teaching to Deconstruct Whiteness in Higher Education. Whiteness and Education, v2 n1 p48-59. As a white assistant professor of mostly white graduate students who will become higher education leaders, I work to dismantle whiteness in my curriculum, assignments and pedagogy. I make meaning of my own white identity through my commitment to reflexivity as a constant activity. Equally salient are my identities as a queer, able-bodied, cisgender woman, who grew up working class in the rural Midwestern United States. This manuscript explores the ways my identities, experiences and teaching paradigm anchor my commitment to the work of deconstructing whiteness…. [Direct]

Paetzold, Ramona L. (2010). Why Incorporate Disability Studies into Teaching Discrimination Law?. Journal of Legal Studies Education, v27 n1 p61-80 Win-Spr. Those who teach employment discrimination law, particularly as a separate course or part of a course on employment law, are used to covering a broad range of legal models and issues pertaining to the protected classes under Title VII of the Civil Rights Act. The disparate treatment, disparate impact, and hostile environment models of discrimination apply broadly and are often discussed within a framework of feminist, critical race, or other perspectives. The author stresses that it is important to view American discrimination law through a lens of critical race and feminist theory. However, the importance of race, ethnic, and gender studies as multidisciplinary enterprises that have influenced law cannot be overemphasized. In this article the author attempts to make a strong case that another theoretical perspective be brought into one's discourse of employment discrimination law–that of disability studies. Disability studies is a relatively new field that seeks to examine the… [Direct]

Valencia, Richard R. (2005). The Mexican American Struggle for Equal Educational Opportunity in Mendez v. Westminster: Helping to Pave the Way for Brown v. Board of Education. Teachers College Record, v107 n3 p389-423 Mar. Few people in the United States are aware of the central role that Mexican Americans have played in some of the most important legal struggles regarding school desegregation. The most significant such case is Mendez v. Westminster (1946), a class-action lawsuit filed on behalf of more than 5,000 Mexican American students in Orange County, California. The Mendez case became the first successful constitutional challenge to segregation. In fact, in Mendez the U.S. District Court judge ruled that the Mexican American students' rights were being violated under the equal protection clause of the Fourteenth Amendment. The decision was affirmed by the Ninth Circuit Court of Appeals. Although the Mendez case was never appealed to the U.S. Supreme Court, a number of legal scholars at that time hailed it as a case that could have accomplished what Brown eventually did eight years later: a reversal of the High Court's 1896 ruling in Plessy v. Ferguson, which had sanctioned legal segregation for… [Direct]

Cano, Samantha; Cawley, Anne; Eldick, Hazar (2020). Counterstories of Preservice Elementary Teachers: Strategies for Successful Completion of Their Math Content Sequence. North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatl√°n, Mexico and Online, May 27-Jun 6, 2021). Master narratives exist in many forms within mathematics education. Preservice elementary teachers often are seen as having high levels of math anxiety while students in developmental mathematics are seen as being deficit in their mathematical understanding. This study uses counterstories to understand the experiences of two women of color, who are enrolled in math content courses for preservice elementary teachers. Students share strategies that they learned from one math content course in order to succeed in their math course sequence. [For the complete proceedings, see ED629884.]… [PDF]

Kelly, Hilton, Ed.; Roberson, Heather Moore, Ed. (2023). Thinking about Black Education: An Interdisciplinary Reader. Myers Education Press In this pioneering interdisciplinary reader, Hilton Kelly and Heather Moore Roberson have curated essential readings for thinking about black education from slavery to the present day. The reading selections are timeless, with both historical and contemporary readings from educational anthropology, history, legal studies, literary studies, and sociology to document the foundations and development of Black education in the United States. In addition, the authors highlight scholarship offering historical, conceptual, and pedagogical gems that shine a light on Black people's enduring pursuit of liberatory education. This book is an invitation to a broad audience, from people with no previous knowledge to scholars in the field, to think critically about Black education and to inspire others to uncover the agency, dreams, struggles, aspirations, and liberation of Black people across generations. "Thinking About Black Education: An Interdisciplinary Reader" will address essential… [Direct]

Bennett, Jacob S. (2018). A Privileged Perspective: How a Racially Conscious White Male Teacher Interacts with His Students. Whiteness and Education, v3 n1 p56-75. The goal of this interpretive study was to further research in the field of Whiteness studies by empirically analysing how a racially conscious white male teacher interacts with his minoritised and White students. The teacher's classroom was examined using Critical Race and Cultural-Historical Activity Theory (CHAT). Two empirical assertions were developed based on the continual search for disconfirming evidence within interview and observational data. Results show the teacher participant created a learning environment in which his black minoritised students felt comfortable, trusted, and respected…. [Direct]

Denzin, Norman K., Ed.; Lincoln, Yvonna, Ed. (2007). The Landscape of Qualitative Research. Third Edition. SAGE Publications (CA) This book, the first volume of the paperback versions of the \The SAGE Handbook of Qualitative Research, Third Edition,\ takes a look at the field from a broadly theoretical perspective, and is composed of the Handbook's Parts I (\Locating the Field\), II (\Major Paradigms and Perspectives\), and VI (\The Future of Qualitative Research\). \The Landscape of Qualitative Research, Third Edition\ attempts to put the field of qualitative research in context. Part I provides background on the field, starting with history, then action research and the academy, and the politics and ethics of qualitative research. Part II isolates what we regard as the major historical and contemporary paradigms now structuring and influencing qualitative research in the human disciplines. The chapters move from competing paradigms (positivist, post positivist, constructivist, critical theory) to specific interpretive perspectives, feminisms, racialized discourses, cultural studies, sexualities, and queer… [Direct]

Cann, Colette N. (2016). A Reboot of Derrick Bell's 'The Space Traders': Using Racial Hypos to Teach White Pre-Service Teachers about Race and Racism. Whiteness and Education, v1 n2 p94-108. This article imagines what it might look like for White people to commit to racial justice in the U.S. as if their very lives depended on its success. Inspired by the venerable storytelling of Derrick Bell, Richard Delgado and Jean Stefancic, W. E. B. Du Bois and Adrien Wing, as well as the tradition of science fiction in Black Diasporan writing, the author revisits Bell's well-known 'The Space Traders' counterstory. This 'reboot' forecasts the arrival of Space Traders who target White people who choose not to do the work of reckoning with whiteness and the legacy of white supremacy. The story serves as a 'racial hypo' or allegory to challenge White pre-service teachers, specifically, to consider what they need to do to betray white supremacy…. [Direct]

Liu, Helena; Pechenkina, Ekaterina (2018). Instruments of White Supremacy: People of Colour Resisting White Domination in Higher Education. Whiteness and Education, v3 n1 p1-14. This article extends the critical race literature in education by theorising the ways through which white power passes through the bodies of people of colour in higher education institutions. Using autoethnographic inquiry of our experiences as non-white academic and professional staff in two Australian universities, we examine the ways we became co-opted into reinforcing white privilege while subordinating or marginalising students of colour. Rather than complying with the white supremacist ideologies and practices of our institutions, we explore the potentials for resistance against the institutionalised racial order, recognising that writing and publishing our experiences is one approach to speaking out against white supremacy at our universities…. [Direct]

Vass, Greg (2016). Shunted across the Tracks? Autoethnography, Education Research, and My Whiteness. Whiteness and Education, v1 n2 p83-93. Likening education to the railway helped reconceptualise my understanding of social justice and contributed to my research on race-making in the classroom. Education and the railway are similar in how they underpin experiences, mobilities, opportunities and limitations in life. For example, boarding a train makes a range of destinations available, but these are limited to where the tracks extend. Similarly, education for many so-called 'marginalised' students, is likewise, limiting. Both rail and education require access and mastery of particular knowledges and practices. Then there are costs, with the currency of some students opening up more diverse and far reaching destinations. For people with/out the 'right' capital then, train travel — like education — can be limiting or privileging. This paper presents a creative account of the shunting I experienced in coming to (re)locate myself in the education system, an undertaking that was part of a critical race insider… [Direct]

Justice, Madeline, Ed. (2002). Diversity/Equity. [SITE 2002 Section]. This document contains the following papers on diversity/equity from the SITE (Society for Information Technology & Teacher Education) 2002 conference: (1) "Modeling and Developing Technology Integration with Pre-Service Indigenous Teachers" (Shadow W. J. Armfield and Marilyn Durocher); (2) "Integrating Diversity in Children's Literature into the Elementary School Curriculum Utilizing Internet Technology" (Joyce C. Armstrong and Martha M. Hanlon); (3) "Web Accessibility for Diverse Learners" (Laurie Ayre and Marian W. Boscia); (4) "Bridging the Digital Divide in South Florida" (Tom W. Frederick and Mary Kay Bacallao); (5) "Integrating Technology in the Pre-Service College Classroom and Beyond by Developing Exit 'E-Portfolios'" (Mary Kay Bacallao and William Halverson); (6)"Community Mapping: Learning and Teaching in Context" (Gina Barclay-McLaughlin); (7) "School District Websites: An Accessibility Study"… [PDF]

Endo, Russell, Ed.; Goodwin, A. Lin, Ed.; Park, Clara C., Ed. (2005). Asian and Pacific American Education: Learning, Socialization, and Identity. Research on the Education of Asian Pacific Americans. IAP – Information Age Publishing, Inc. This research anthology is the third volume in a series sponsored by the Special Interest Group-Research on the Education of Asian and Pacific Americans (SIG-REAPA) of the American Educational Research Association and National Association for Asian and Pacific American Education. This series explores and explains the lived experiences of Asian and Pacific Americans as they attend schools, build communities and claim their place in U.S. society, and blends the work of well-established Asian American scholars with the voices of emerging researchers and examines in close detail important issues in the Asian/Pacific American community. Scholars and educational practitioners will find this book to be an invaluable and enlightening resource. This volume is divided into three parts. Part I, Diverse Ways of Teaching, Learning, and Knowing, contains: (1) Learning in America: The Hmong American Experience (Clara C. Park); (2) The Other Other: Micronesians in a Hawaii High School (Steven… [Direct]

David O. Stovall; Denise Taliaferro Baszile; Johnnie Jackson; Lamar L. Johnson (2017). "Loving Blackness to Death": (Re)Imagining ELA Classrooms in a Time of Racial Chaos. English Journal, v106 n4 p60-66. In this article, the authors argue that the racial violence that unfolds against Black youth in various communities seeps into English language arts (ELA) classrooms. They offer a theoretical framework that centers on Black literacies that secondary ELA teachers can use to disrupt the violence and curricula and pedagogical inequities against Black youth in schools. The article concludes with a text set that is centered on Black literacies and texts that ELA teachers can use to revolutionize, (re)imagine, and sustain the humanity of Black youth…. [Direct]

Guillermo-Wann, Chelsea (2012). Examining Discrimination and Bias in the Campus Racial Climate: Multiple Approaches and Implications for the Use of Multiracial College Student Data. Online Submission, Paper presented at the Biannual Critical Mixed Race Studies Conference (2nd, Chicago, IL, Nov 2, 2012). The practical problem of how to utilize multiple race data in quantitative higher education research collides with neo-conservative and liberal assumptions that a perceived growth in a post-civil rights multiracial population suggests racism no longer exists, and with concerns that multiracial data will undermine civil rights progress. Given that larger proportions of younger Americans are acknowledging multiple racial backgrounds, these individuals are likely to comprise increasing proportions of the college-going population. This study explores different ways of operationalizing race when analyzing manifestations of racism in the campus climate for multiracially- and monoracially-identifying college students in the United States. Specifically, it examines how different racial categorizations changes group characteristics, mean levels of discrimination, and the strength of predictor variables in multiple linear regression analyses. The data comes from the 2009-2010 Diverse… [PDF]

Gordon, Beverly M. (2012). \Give a Brotha a Break!\: The Experiences and Dilemmas of Middle-Class African American Male Students in White Suburban Schools. Teachers College Record, v114 n5. Background/Context: Today, in the era of the first African American president, approximately one third of all African Americans live in suburban communities, and their children are attending suburban schools. Although most research on the education of African American students, particularly males, focuses on their plight in urban schooling, what occurs in suburban schools is also in need of examination. Purpose/Focus of Study: This research focused on the lived experiences of 4 middle-class African American male students attending affluent White suburban schools. Through vignettes focusing on their various experiences and recollections, this study provides a preliminary snapshot, part of a larger study, of the schooling environments in the life stories of middle-class Black suburban youth. Research Design: Qualitative methodology was used to explore the life histories of the 4 African American males. Each student participated in a tape-recorded interview to examine what it meant to… [Direct]

Hamilton, Colleen, Ed.; Morales, P. Zitlali, Ed.; Pacheco, Mariana, Ed. (2019). Transforming Schooling for Second Language Learners: Theoretical Insights, Policies, Pedagogies, and Practices. Research in Second Language Learning. IAP – Information Age Publishing, Inc. The purpose of "Transforming Schooling for Second Language Learners: Theoretical Insights, Policies, Pedagogies, and Practices" is to bring together educational researchers and practitioners who have implemented, documented, or examined policies, pedagogies, and practices in and out of classrooms and in real and virtual contexts that are in some way transforming what is known about the extent to which emergent bilinguals (EBs) learn and achieve in educational settings. In this book, scholars and researchers identify both (1) the current state of schooling for EBs, from their perspective, and (2) the particular ways that policies, pedagogies, and/or practices transform schooling as it currently exists for EBs in discernible ways based on their scholarship and research. Drawing on current and seminal research in fields including second language acquisition, applied linguistics, sociolinguistics, and educational linguistics, contributing authors draw on complementary… [Direct]

Mijangos-Noh, Juan Carlos (2009). Racism against the Mayan Population in Yucatan, Mexico: How Current Education Contradicts the Law. Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, Apr 13-17, 2009). The discriminatory situation suffered by the Maya population in the Mexican state of Yucatan is discussed using the concept of neo-racism. Statistical evidence about the school system is presented, along with testimonies of Mayan speakers which uncover a phenomena frequently denied or obliterated by politically correct speeches that actually serve to disguise the racism practiced against the original population of Yucatan. The paper also shows how this phenomenon contradicts the Mexican laws…. [PDF]

Butner, Bonita K. (2013). Advocating for Change: A Reflection on My Journey to Social Justice Education. International Perspectives on Higher Education Research It takes a deep commitment to change and an even deeper commitment to grow.– Ralph EllisonThis quote from Ralph Ellison highlights the complexity of the concepts of change and growth. As faculty, we are constantly called on to facilitate the growth and change of our students through their academic work. This chapter provides a narrative of one faculty member's growth toward understanding and the incorporation of social justice concepts and structures into her classroom.I had my first microbiology test last week and as the professor returned the papers, he made a point to acknowledge the work of one student who received a perfect score. When he called my name and I stood up, I saw confusion on his face…and a look of disappointment…. I guess he didn't expect a Black female to do well on the test.– Anonymous student. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher… [Direct]

Warren, Christopher A. (2012). The Effect of Post-Racial Theory on Education. Journal for Critical Education Policy Studies, v10 n1 p197-216 Apr. The proliferation of post-racial theory (PRT) in both social and political spheres of dominant American hegemony has illustrated a desire among academic circles to move past race and racial categories in social analysis. However, absent within post-racial rhetoric is critical language on how to abolish racism and racial inequality. (Samad 2009) It is my contention that the application of post-racial theory in social and legislative arenas will fail to eliminate many of the economic or curriculum based inequities within public school education. Furthermore, I contend that the aim of post-racial theory to deconstruct race as a tool for social analysis will exacerbate current achievement gaps and guarantee that equity in terms of school funding and quality of non-racist teacher instruction for non-white students may not be achieved or even addressed…. [PDF]

Urrieta, Luis, Jr.; Villenas, Sofia A. (2013). The Legacy of Derrick Bell and Latino/a Education: A Critical Race Testimonio. Race, Ethnicity and Education, v16 n4 p514-535. In this article, we trace Bell's influence in our lives from graduate students to teacher educators and engaged scholars, and note how we have always read Bell alongside and inseparable from Latino/a Studies and Latina/Chicana feminist thought. We highlight the powerful and fruitful tensions of these interconnections in addressing our curricular struggles and innovations, professional identities and scholarly trajectories. We address Bell's theory of interest convergence to discuss the tensions and possibilities of personal "success" in the academy by interweaving our "testimonios" with Critical Race and Latino Critical Race (LatCrit) scholarship in Latino/a education. Latina feminist scholars have re-worked the Latin American tradition of "testimonio" as a way to link individual stories to a collective story of Latina/o racialization in the US, and to epistemological racism in the academy. Our collective story centers the intersections of race… [Direct]

Karpf, Juanita (2011). For Their Musical Uplift: Emma Azalia Hackley and Voice Culture in African American Communities. International Journal of Community Music, v4 n3 p237-256 Dec. The noted African American soprano Emma Azalia Hackley (1867-1922) abandoned her concert career in the early twentieth century and began travelling throughout the United States, organizing community choruses and promoting community music making. She spent the remainder of her life engaged in what she called \musical social uplift\, which entailed teaching voice culture to hundreds of thousands of African Americans. To accomplish her goals, she formulated a unique pedagogy especially suited to black citizens in times of racism and segregation. Because of her commitment to music education and community activism, she became famous as the \National Vocal Teacher\ of African Americans…. [Direct]

Odora Hoppers, Catherine A. (2015). Think Piece: Cognitive Justice and Integration without Duress. The Future of Development Education–Perspectives from the South. International Journal of Development Education and Global Learning, v7 n2 p89-106. "In a time of unacceptable global injustice, growing inequalities in the distribution of power, accelerating climate change, and unwavering racism and social exclusion, we are today facing the biggest challenges of human history" (European Conference on Intercultural Dialogue in Development Education, 2008: 1). A favourable wind is blowing slowly and steadfastly from the South. No longer is the South an "object" of inquiry (Bhaba, 1995; De Silva et al., 1988; Prakash, 1995). The transition from bandit colonialism through the intricate systems of the modern triage society (Nandy, 1997; 2000) that is wired for Western cultural compliance is being challenged. We have to start "rethinking thinking" itself from the constitutive rules: how paradigms are made; how rules are policed; how the architecture of modern institutions is fashioned to make them behave the way they do (Odora Hoppers, 2009b; Odora Hoppers and Richards, 2012). We have to raise the issue of… [PDF]

Scott, Allison Lindsay (2009). "Ignored Burden": Perceptions of Racism in School Contexts and Academic Engagement among African-American Adolescents. ProQuest LLC, Ph.D. Dissertation, University of California, Berkeley. African-American students in K-12 education experience pervasive disparities in academic outcomes across all areas of the schooling experience. Though racial disparities in education have been widely acknowledged, research must move beyond critiques of individual and student factors to analyze the educational structures and practices that create racial inequity and affect the school experiences of African-American students. Conceptualizing racism as endemic in school contexts and manifested in disparities in funding and teaching quality, school curriculum, ability tracking, disciplinary proceedings, peer interactions, and teacher-student interactions, this mixed-methods investigation examined: (a) the extent to which African-American students perceive manifestations of racism in school contexts, (b) the impact of perceptions of racism on academic engagement, and (c) the potential moderating effects of individual and school characteristics. A demographically diverse sample of N=131… [Direct]

Botelho, Maria Jose; He, Ming Fang; Johnson, Lincoln; Nunez, Isabel; Sapp, Jeff; Scott-Simmons, Wynnetta (2013). Guide to New Resources. Multicultural Perspectives, v15 n1 p58-62. The theme of this column is African American Women's Memories of Racial Oppression and Segregation in the U.S. South and Its Relevance to Multicultural Education. The focus of the review is on Anne Valk and Leslie Brown's "Living with Jim Crow: African American Women and Memories of the Segregated South" (2010). In "Living with Jim Crow," Valk and Brown present encapsulated individual and collective stories of gendered and segregated lives of African American women who came of age in 10 Southern states during Jim Crow, an era of insidious racism. Exploring culturally contested, personally challenging, and socially oppressive paths toward adulthood, Valk and Brown add to the body of research in the condition of the American Negro in the wake of the "Plessy v. Ferguson" court case and the resultant period of segregation. Drawing from the work of W. E. B. Du Bois, the oral histories collected in this book tell stories of personal sacrifice, community… [Direct]

Tanya Mae Lamar (2023). Data Science: A Gateway to Belonging in STEM and Other Quantitative Fields. ProQuest LLC, Ph.D. Dissertation, Stanford University. The divide between those who do and those who do not excel in mathematics is patterned in problematic ways. Women and people of color are typically underrepresented in Science, Technology, Engineering, and Math (STEM) and other quantitative fields (ex. Finance) where mathematics plays gatekeeper. However, mathematics is not a subject these groups of people are somehow less capable of learning (Chesnut et al., 2018). Instead, this imbalance points to issues within the education system where only a narrow group of students' needs are being met, constituting a history of institutionalized sexism, racism and classism. The current U.S. math education system seems to value a narrow and antiquated set of skills which necessarily result in only a small group of students succeeding at the highest levels. Students spend their time learning to reproduce a list of methods and procedures that have been in place since the 1800's even though this type of work can be done more quickly and accurately… [Direct]

Male, George A. (1984). Racism and Education in the U.S.A. Education, v104 n4 p394-400 Sum. Focuses on some key forces and events that led to racial desegregation (e.g., the rising educational level of Blacks, excessive separatist policies, national humanitarianism, modern psychology, effects of wars, urbanization, and economic need). Analyzes future prospects in light of the new conservative mood and growing disenchantment with government. (MM)…

Berry, Robert Q., III (2015). Addressing the Needs of the Marginalized Students in School Mathematics: A Review of Policies and Reforms. North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015). An examination of past research, policies, and reforms in mathematics education suggests that there have always been, and remain, tensions in conceptualizing the aims and goals of mathematics teaching and learning. While the disproportionality and conditions of marginalized learners is a cause for concern, it is important to understand that addressing the needs of these learners may not have been the primary goal of prior policies and reforms in mathematics education. Derrick Bell, a former attorney with the National Association for the Advancement of Colored People (NAACP) during the Civil Rights Era, employed his interest-convergence principle to explain how the United States Supreme Court issued the landmark ruling in "Brown v Board of Education of Topeka, Kansas" ("Brown I") in 1954. The Supreme Court's ruling in the "Brown" case revoked the "separate but equal" doctrine, which legally sanctioned segregation in public education and all… [PDF]

Ochieng, Bertha M. N. (2011). Black Parents Speak Out: The School Environment and Interplay with Wellbeing. Health Education Journal, v70 n2 p176-183 Jun. Objective: This article presents an account of the beliefs and perceptions of Black parents and the influence of the education system on the wellbeing of their children. Method: The material is drawn from a large ethnographic study that explored the attitudes and experiences of Black families and adolescents on healthy lifestyle. Setting: Ten Black families of African Caribbean origin were interviewed in their homes. Results: Despite the high value placed on education, a number of key factors were viewed as compromising the wellbeing of African Caribbean adolescents in schools; these were identified as experiences of racism, the delivery of a Euro-centric curriculum, and reliance on suspension and exclusion as a form of discipline at school. Participants also believed that because African Caribbean boys suffered worse educational achievements and the consequences of racism, this led to a significantly poorer wellbeing in comparison with the girls. Conclusion: Findings suggested that… [Direct]

Arreguin, Mireya; Barrera, Ana Maria; Coble, Kim; Eroy-Reveles, Alegra; Harris, Marissa; Macha-Lopez, Alex; Perez, Michaela; Tran, Khanh (2022). Cultivating Cultural Capitals in Introductory Algebra-Based Physics through Reflective Journaling. Physical Review Physics Education Research, v18 n2 Article 020139 Jul-Dec. At a large, diverse, hispanic-serving, master's-granting university, the Alma Project was created to support the rich connections of life experiences of science, technology, engineering, and mathematics (STEM) students that come from racially diverse backgrounds through reflective journaling. Utilizing frameworks in ethnic studies and social psychology, the Alma Project aims to make learning STEM inclusive by affirming the intersectional identities and cultural wealth that students bring into STEM classrooms. Approximately once per month students who participate in the Alma Project spend 5-10 min at the beginning of class responding to questions designed to affirm their values and purpose for studying STEM in college. Students then spend time in class sharing their responses with their peers, to the extent that they feel comfortable, including common struggles and successes in navigating through college and STEM spaces. For this study, we analyze 180 reflective journaling essays of… [Direct]

Brown, M. Christopher, II, Ed. (2007). Still Not Equal: Expanding Educational Opportunity in Society. Peter Lang New York \Still Not Equal: Expanding Educational Opportunity in Society\ addresses the successes and failures of \Brown v. Board of Education\ and the Civil Rights Act of 1964, as well as the continuing challenge of expanding educational opportunity in the United States and across the Black diaspora. The educational, political, and social influence resulting from \Brown,\ the Civil Rights Act, and their progeny have shaped the dynamics of the collective educational and social experiences of people of color. Notwithstanding, the obstacles, barriers, and enablers of educational, occupational, and economic status outcomes impact the formation and interpretation of public policy, specifically, and public perception, generally, about racialized notions of schooling and learning. The pursuit of educational access, attendance, and attainment is intertwined with the implications of academic research and public policy to improve local practices in school settings. Inasmuch as a diverse research… [Direct]

Plank, David N., Ed.; Schneider, Barbara, Ed.; Sykes, Gary, Ed. (2009). Handbook of Education Policy Research. Routledge, Taylor & Francis Group Educational policy continues to be of major concern. Policy debates about economic growth and national competitiveness, for example, commonly focus on the importance of human capital and a highly educated workforce. Defining the theoretical boundaries and methodological approaches of education policy research are the two primary themes of this comprehensive, AERA-sponsored "Handbook". Organized into seven sections, the "Handbook" focuses on (1) disciplinary foundations of educational policy, (2) methodological perspectives, (3) the policy process, (4) resources, management, and organization, (5) teaching and learning policy, (6) actors and institutions, and (7) education access and differentiation. Drawing from multiple disciplines, the "Handbook's" over one hundred authors address three central questions: What policy issues and questions have oriented current policy research? What research strategies and methods have proven most fruitful? And what… [Direct] [Direct]

Weissberg, Robert (2002). Administrative Careerism and PC. Academic Questions, v15 n2 p58-68 Mar. That the contemporary university is exceedingly \user friendly\ is beyond any reasonable doubt. While chancellors reaffirm their commitment to inclusiveness sans intellectual boundaries, lowly teaching assistants award gentleperson's C's to functional illiterates. Such odious requirements as foreign language proficiency or familiarity with mathematics have largely vanished, lest these impede \education.\ University administrations now overflow with specialists assigned to rescue the academically lame and halt. Entire parallel curricula, everything from well-entrenched women's and black studies to \cutting edge\ forays into whiteness, critical race, queer theory, and French flavored disorders too numerous to mention by name, now guarantee diplomas to those once lucky to survive high school. It is tempting to dismiss such perpetrator cravenness in terms of character or personality deficiencies. While this moralistic fervor makes superb therapy, it exaggerates the personal depravity… [Direct]

DiAngelo, Robin; Sensoy, Ozlem (2011). Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education. Multicultural Education Series. Teachers College Press This practical handbook will introduce readers to social justice education, providing tools for developing "critical social justice literacy" and for taking action towards a more just society. Accessible to students from high school through graduate school, this book offers a collection of detailed and engaging explanations of key concepts in social justice education, including critical thinking, socialization, group identity, prejudice, discrimination, oppression, power, privilege, and White supremacy. Based on extensive experience in a range of settings in the United States and Canada, the authors address the most common stumbling blocks to understanding social justice. They provide recognizable examples, scenarios, and vignettes illustrating these concepts. This unique resource has many user-friendly features, including "definition boxes" for key terms, "stop boxes" to remind readers of previously explained ideas, "perspective check boxes"… [Direct]

Johnson, Lauri (2013). Segregation or "Thinking Black"?: Community Activism and the Development Of Black-Focused Schools in Toronto and London, 1968-2008. Teachers College Record, v115 n11. Background/Context: On January 29, 2008 the Toronto District School Board (TDSB) approved a city-wide Africentric elementary school under their Alternative School policy, sparking a contentious debate. Calls for Black-focused schools also arose in 2008 in London in response to the disengagement of African Caribbean youth. The historical record indicates, however, that community campaigns for Black educational programs stretch back over 40 years in both cities. Focus of the Study: This paper analyzes the development of Black-focused education in Toronto and London from 1968 to 2008 through the responses of Black parents and community activists to the historic underachievement of African Caribbean students (particularly males) in the public schools of both cities. Black-focused education is situated within the larger social, political, and national contexts and the critical incidents that fueled the development of race equality policy. The article explores how the "politics of… [Direct]

Burris, Annette M.; Gray, Ashley L.; Hubbard, Katrina M. (2013). Classroom Experiences through the Lens of Social Justice: The Postsecondary Experiences of Three Black Female Students. International Perspectives on Higher Education Research This chapter examines the educational perspective of three black, female graduate students within the context of a social justice framework. The US educational system has a long history of racial discrimination, which has created an environment that is in many ways hostile to those who are different. For many students of color, negotiating this culturally hostile environment can lead to feelings of invisibility and isolation. This chapter explores these dynamics and their impact upon an individual's educational, social, and personal development from the perspective of nondominants in a dominant culture. Through the exploration of our own experiences, we highlight the various coping mechanisms employed by three minority students to deal with the socially constructed hierarchies that exist in the classroom environment as a result of differences across racial and gender lines. It is our hope that this chapter will provide insight to educators who desire to develop a well-balanced… [Direct]

Harwood, Stacy A.; Huntt, Margaret Browne; Lewis, Jioni A.; Mendenhall, Ruby (2012). Racial Microaggressions in the Residence Halls: Experiences of Students of Color at a Predominantly White University. Journal of Diversity in Higher Education, v5 n3 p159-173 Sep. Students of color often perceive the campus climate more negatively than do their White counterparts. Our study begins to uncover what students of color experience in residence halls. Using focus group data from a larger study exploring racial microaggressions at a predominantly White institution (PWI), we identified over 70 racial microaggressions experienced by African American, Asian American, Latino, and Native American undergraduate and graduate students. Through the use of the racial microaggression taxonomy developed by Sue et al. (2007), four racial microaggression themes were identified: (a) racial jokes and verbal comments, (b) racial slurs written in shared spaces, (c) segregated spaces and unequal treatment, and (d) denial and minimization of racism. Findings contribute to the literature by detailing the types of racial microaggressions that students of color experienced when living in residence halls at PWIs. Implications for diversity in higher education and… [Direct]

Sokolower, Jody (2012). \Multiplication Is for White People\: An Interview with Lisa Delpit. Rethinking Schools, v27 n1 p25-28 Fall. In the introduction to her new book, \\Multiplication Is for White People\: Raising Expectations for Other People's Children,\ Lisa Delpit describes her response when Diane Ravitch asked her why she hasn't spoken out against the devastation of public schools in her home state of Louisiana and the efforts to make New Orleans the national model. She explained to Ravitch that she has been concentrating her efforts where she feels she can make a difference: working with teachers and children in an African American school. She says her \sense of futility in the battle for rational education policy for African American children had gone on for so long . . . that I needed to give my \anger muscles\ a rest.\ This article presents an interview with Delpit wherein she discusses major issues from her book, with an emphasis on the relationship between racism and special needs…. [Direct]

Skerrett, Allison (2011). English Teachers' Racial Literacy Knowledge and Practice. Race, Ethnicity and Education, v14 n3 p313-330. This article examines how secondary English teachers in two racially diverse schools–one in Massachusetts, USA, the other in Ontario, Canada–described their knowledge of and practices for teaching about race and racism. The extent and quality of teachers' racial literacy knowledge and practice were considered in light of the literature on racial literacy, racial literacy instruction, and anti-racist education. Three approaches to racial literacy instruction were identified: apprehensive and authorized; incidental and ill-informed; and sustained and strategic. The paper explores the strengths and weaknesses of teachers' knowledge and skills in order to suggest content and structures for professional development in support of racial literacy instruction. (Contains 1 note.)… [Direct]

Sarah Wellberg (2023). A QuantCrit Investigation of Instructional and Testing Practices in U.S. Mathematics Classes. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Boulder. The instructional and assessment environments that students experience can have an enormous impact on their mathematical success, their understandings of what mathematics is, and their views of themselves as learners and doers of mathematics. While there has been ample research conducted about how teachers use assessment results to inform their instructional practices, the few studies specifically addressing the relationship between the instructional approaches and the types of assessments that teachers use have yielded inconsistent results. The aim of this dissertation was to explore this relationship and how it may be impacted by the racial composition of a class. Systemic racism and white supremacy have an enormous, yet often invisible, impact on all aspects of life in the U.S., which certainly extends to the classroom. Consequently, this dissertation used the Critical Race Theory (CRT) and QuantCrit frameworks to examine whether and how classes with different racial compositions… [Direct]

Casanova, Saskias; Martin, Margary; McGuire, Keon M. (2018). "Why You Throwing Subs?": An Exploration of Community College Students' Immediate Responses to Microaggressions. Teachers College Record, v120 n9. Background/Context: Current research within four-year university settings reveals the daily encounters students of color and faculty have with microaggressions–brief, intentional or unintentional comments and behaviors communicating covert biases toward individuals based on their social group membership (Sue et al., 2007). The majority of all undergraduate students of color currently attend community colleges (American Association of Community Colleges, 2016), but the occurrence of microaggressions in the community college classroom has been overlooked. We situate our study of microaggressions within the racial microaggressions model framework (P√©rez Huber & Sol√≥rzano, 2015), which addresses how microaggressive events are mediated by institutional racism through systematic policies, practices, and processes that (re)produce inequitable stratification in higher education. Further, we analyze the immediate effects of and students' responses to classroom microaggressions…. [Direct]

Francis, Dennis; le Roux, Adr√© (2011). Teaching for Social Justice Education: The Intersection between Identity, Critical Agency, and Social Justice Education. South African Journal of Education, v31 n3 p299-311. In line with national policy requirements, educators are increasingly addressing forms of social justice education by focusing on classroom pedagogies and educational practices to combat different forms of oppression such as racism and sexism. As all educators have a role to play in dismantling oppression and generating a vision for a more socially just future, teacher education has the responsibility to capacitate pre-service teachers to work in areas of social justice education. It is, however, difficult to conceptualise programmes for social justice education without considering the interconnection between various social identities and how such identities can feed into critical agency and education for social justice. Working with the assumption that white women teachers must be part of the solution to bring about social change in South African education, we used in-depth interviewing to explore pre-service teachers' emerging identities as teachers, and how these identities are… [PDF]

Partasi, Evgenia (2011). Experiencing Multiculturalism in Greek-Cypriot Primary Schools. Compare: A Journal of Comparative and International Education, v41 n3 p371-386. Within the context of a monocultural and monolingual education system, this paper seeks to explore and compare the experiences of Cypriot and non-Cypriot pupils in Greek-Cypriot primary schools with culturally diverse pupil populations. The concept of multiculturalism has been introduced only very recently in Cyprus and there has been little research on pupils' experience and understanding of multiculturalism. Using a narrative approach, this inquiry seeks to provide an understanding of the experience of studying in multicultural primary school classrooms. The pupils of two classrooms, aged between 10 and 12, describe their experience through terms such as new knowledge, religion, language, racism and stereotypes. (Contains 3 notes.)… [Direct]

Marcy, Jennifer Jerusha (2018). Exploring the Socialization and Transnational Social Fields of International Doctoral Scholarship Students: Experiences of African Agricultural Scientists. ProQuest LLC, Ph.D. Dissertation, Michigan State University. This research study explores the doctoral socialization and transnational experiences of sub-Saharan African doctoral students whose education is sponsored by the U.S. Agency for International Development (USAID). This study is designed to explore the convergence of the international student experience, doctoral student socialization, and the influences of the USAID scholarship program. Using a qualitative inquiry research design, the study aims to give a voice to the scholarship students, providing a greater descriptive understanding of their experiences participating in the scholarship program, and their academic lives in the United States. The lived experiences of USAID scholarship students while they are obtaining their degrees in the United States is generally unknown and unexplored in the literature. Therefore, this study investigates how the students progressed through their academic programs and met their professional development goals while adhering to the rules and… [Direct]

Barrett, Sarah Elizabeth; Mujuwamariya, Donatille; Pashby, Karen; Pinto, Laura Elizabeth; Portelli, John P.; Rottmann, Cindy (2012). Social Justice: The Missing Link in School Administrators' Perspectives on Teacher Induction. Canadian Journal of Educational Administration and Policy, n129 Feb. Critical scholars view schooling as one piece of a larger struggle for democracy and social justice. We investigated 41 school administrators' perceptions about the role and importance of equity, diversity and social justice in new teacher induction in the province of Ontario. Interviews reveal that principals were interested in shaping teacher induction programming in their schools and school districts, but that they regularly prioritized technical issues like classroom management and pedagogy over systemic issues like equity and social justice. When asked directly about equity, principals spoke about learning styles, special needs and differentiated instruction, but they regularly ignored new teachers' abilities to counter systemic oppression–racism, sexism, and classism. Our findings suggest that without an explicit focus on equity and social justice in provincial policy documents, teacher induction programming runs the risk of reproducing a transmission model of new teacher… [PDF]

Mosqueda, Lawrence J.; And Others (1981). The Persistence of Institutional Racism in Higher Education: Its Roots and Remedies. An overview of the historical roots of racism is presented, and the role of higher education within the institutional structure of American society is analyzed. Two case studies are reviewed in detail, along with the relevant political issues and change strategies to help remedy racism in America. A key dimension of racism involves education, which has been viewed as a means for social progress in the United States. Higher education institutions have in the past systematically excluded women, blacks, Chicanos, and other unfavored groups from entry as students and in the professional labor market. American universities are distinguished from most of those of Western Europe by bureaucratic, lay control over university policies, the dependence of universities on business and government funds, and a lack of a strong professional and ethical tradition among academics. Originally, American university curricula were expected to reflect aristocratic values and culture and have consequently…

Callaghan, Tonya; Mizzi, Robert C. (2015). Educational Administration and Queer Educators: Building Relationships of Inclusion and Diversity. Canadian Journal of Educational Administration and Policy, n173 p1-8 Nov. The editors of this special collection of the "Canadian Journal of Educational Administration and Policy" open this introductory essay with the words of Margaret Mead in order to underscore an important message contained in all of the essays of this collection: education administrators and policy makers are paramount to creating learning environments that are respectful of sexual and gender diversity for all staff and students. This holds true for a variety of educational settings ranging from publicly-funded Catholic and non-Catholic kindergarten to Grade 12 schools (K-12) to higher learning settings such as colleges, universities, transnational teaching abroad programs, and adult and community education spaces. This collection represents a plethora of emergent perspectives on queer educators. The collection begins in Canada with Tonya Callaghan's empirical study, which illustrates the current struggles facing queer educators in Catholic schools in Alberta and Ontario. Jan… [PDF]

Puchner, Laurel; Roseboro, Donyell L. (2011). Speaking of Whiteness: Compromise as a Purposeful Pedagogical Strategy toward White Students' Learning about Race. Teaching in Higher Education, v16 n4 p377-387. This article discusses pedagogical issues that arise in higher education when instructors of color teach classes with predominantly white students. We use student interview data collected during one graduate social foundations of education course to argue that in order to be effective, pedagogical decisions in a foundations course centered on race necessitate certain compromises in terms of power. To open up spaces of dialogic possibility for the discussion and understanding of white privilege, the authors suggest that instructors engage in a pedagogy of purposeful compromise. Such a pedagogy accepts that most white students will not, in the space of one course, recognize their own agency in the perpetuation of privilege and racism, but they might recognize white privilege as a larger structural process that inhibits the opportunities of people of color. (Contains 2 notes.)… [Direct]

O'Daniel, Richard M. (1994). Empowerment Issues of An Afrocentric Perspective: Disempowering Racism in American Education. This paper explores a facet of the organizational implications of an Afrocentric perspective in American education, primarily in public schools. It also explores, through two focus groups, the perceptions of 10 African-American school administrators and 10 teachers in a graduate education supervision class. The focus groups made it clear that the Afrocentric perspective in American education is an issue that has come of age; however, the data identified a few critical distinctions between administrators' and teachers' perceptions. Because of these differences in perspective, the argument arises that there is a need for Afrocentric resource centers within schools and educational systems and that the Afrocentric idea is an essential step toward progress and greater inclusion of Blacks into the American dream. (Contains four references.) (GLR)… [PDF]

Benjamin, Lois, Ed. (1997). Black Women in the Academy. Promises and Perils. This book includes 30 essays by black women college administrators and faculty. The essays explore the thematic issues of identity, power, and change and examining the impact of racism and sexism in institutions of higher education. Essay authors come from both historically black and predominantly white institutions, public and private institutions, research and teaching institutions, coeducational and women's colleges, and from diverse disciplines, regions, and age strata. The volume consists of seven parts which address: (1) an overview of black women in the academy; (2) epistemological and ontological issues; (3) teaching and research issues for black women faculty; (4) black women administrators; (5) the social dynamics of academic life; (6) black women in diverse academic settings; and (7) the future of black women in higher education. Among the topics covered in the essays are: feminism for African American women; black women in the sciences; black women and the college music…

Wilkins-Langie, Rosa G. (2016). Profiles of Successful Persistence for Women in Science, Technology, Engineering, and Mathematics (STEM). ProQuest LLC, Ed.D. Dissertation, University of Southern California. In the last three decades, there has been a growing concern regarding the dearth of Science, Technology, Engineering and Mathematics (STEM) degree attainment for women. Women are considered the untapped resource with an affinity towards STEM fields; however, they tend to be absent in higher education commencements across the country. After nearly 30 years for a call to action by economists, scientists, workforce organizations, and the government, this disparity is chronically pervasive in these academic disciplines. Women entering into STEM fields are seen as crucial as it ensures the continuation of intellectual capital–the 21st century commodity needed for global competitiveness and strong economy. The study's impetus was to understand those women who, despite the historical and modern barriers have maneuvered to success through the STEM pipeline from undergraduate degree procurement to career. This success has been daunting for all women, due to their historical educational… [Direct]

Coretta Roseboro Walker (2020). Still I Rise: The Role of Social Capital on the Experiences of African American Women Senior Administrators in Higher Education. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Greensboro. While the racial and ethnic diversity of the United States of America's overall population (especially the college student population) are expanding at unprecedented levels, the leadership within higher education's Ivory Tower has remained consistent for the past 300 years. At the highest levels, leadership remains largely monolithic — this is both White and male (Pratt-Clarke & Maes, 2017). African American women are severely underrepresented in senior level leadership positions. Defined as being at the Director level or above (Bertrand Jones et al. 2012), these types of administrative positions include titles such as Director, Associate Vice President/Chancellor, Associate/Assistant Dean, Vice President/Vice Chancellor, Provost and President/Chancellor. Whether teaching in the classroom or serving as an administrator, the narrative remains the same. In the classroom, African American women account for 8.04% or 25,114 of all full-time faculty members at degree-granting… [Direct]

Berry, Theodorea Regina, Ed.; Hughes, Sherick A., Ed. (2012). The Evolving Significance of Race: Living, Learning, and Teaching. Peter Lang New York Individuals are living, learning, and teaching by questioning how to address race in a society that consistently prefers to see itself as colorblind, a society claiming to seek a "post-racial" existence. This edited volume offers evidence of the evolving significance of race from a diverse group of male and female contributors self-identifying as Black, Latino, Asian, White, Gay, Lesbian, Jewish, Christian, and Muslim. Individuals' attempts to provide every child and adult learner with what they need–equity–to make the most of their educational experiences–excellence–are still consciously and unconsciously thwarted by the ingrained nature of racism in this society. This point becomes obvious when individuals begin teaching those audiences that represent diverse lived experiences of race about the changing significance of race and how to develop a more critical, reflexive lens focused upon the politics of race. This book invites readers to co-construct and implement a… [Direct]

Aragon, Antonette; Kaminski, Karen (2012). Racist Facebook Event against Native Americans: Preservice Teachers Explore Ethical and Critical Multicultural Implications. Journal of Educational Technology, v9 n1 p35-43 Apr-Jun. This exploratory case study sought to analyze data from Collaborative Learning Modalities (Brantmeier, Aragon & Folkestad, 2011) on-line threaded discussions in a teacher education course where pre-service teachers examined the nature of a Facebook event revealing unethical and racist notions against Native Americans. In 2010 a university student posted a Facebook event titled, "Cowboys vs. Indians" inviting fellow students to wear "Indian headdress" to rouse team spirit for a rival basketball game. This Facebook event stimulated commentary from many university students decrying Native Americans. Participants in this study believed unethical racism was present in this event because of the prolific nature of on-line communication where offensive statements and ideas were cruelly exposed about Native Americans. Such offensive ideas asserted against Native Americans were performed under a false sense of anonymity or autonomy. Yet anonymity was revealed by the… [PDF]

Brown, Anthony L.; De Lissovoy, Noah (2013). Antiracist Solidarity in Critical Education: Contemporary Problems and Possibilities. Urban Review: Issues and Ideas in Public Education, v45 n5 p539-560 Dec. This paper argues that antiracist solidarity in education remains urgent, but that in framing solidarity projects critical educators have not been sufficiently attentive to the shape and extent of racism as a global ordering of social life. We describe the paternalism that has determined historical efforts at solidarity between African Americans and Whites and then extend our analysis of whiteness to the contemporary context, outlining its expressions in schooling and the challenges they pose for solidarity projects. Drawing on recent work in cultural studies and philosophy, we describe whiteness as a basic ordering of human being as well as a system of material and cultural oppression, and suggest that antiracist solidarity has to involve a reorganization of ways of being and knowing as well as a vision of global coexistence that respects epistemological difference and autonomy. On this basis we identify several key principles that should guide projects of antiracist solidarity in… [Direct]

Short, Donn (2011). Safe Schools: The Threat from within?. Education Canada, v51 n3 Sum. Safe school policies in many urban schools in Ontario have featured security guards, electronic surveillance, student identification tags, discipline, and zero tolerance. In 2000, the Ontario Ministry of Education passed the Safe Schools Act, which set out a list of offences that could trigger expulsion, suspension, and other disciplinary responses. Interestingly, it did not define safety. In a parallel move, the Toronto District School Board (TDSB) adopted The Equity Foundation Statement in 1999–a comprehensive commitment to equity and a rally against racism, homophobia, sexism, and oppression based on class. This article explores the disconnect between students' and teachers' conceptualization of safety and equity, and how they experience them on a day-to-day basis. (Contains 1 endnote.)… [Direct]

Hearn, Mark (2009). Color-Blind Racism, Color-Blind Theology, and Church Practices. Religious Education, v104 n3 p272-288 May-Jun. Color-blind racism develops when persons ignore color in people and see them simply as individuals. As persons of color in racialized societies such as the United States are unequally treated on account of their color, the issue becomes a matter of faith and religious experience as religious leaders and educators, who disregard color, overlook important aspects of a person's ability to live wholly and abundantly. Using participant observation and literature-based research in several areas of scholarly inquiry (sociology, history, theology, and Religious Education), the author argues that certain church practices and theology reflect color-blind racism. (Contains 2 footnotes.)… [Direct]

O'Neill, John H. (1969). Report on Offerings of the Sixteen-Credit Course, Problems in Contemporary Race Relations, Fall, 1968, and Winter, 1969. The General College Studies, v6 nl 1969-1970. After a first experiment dealing with poverty in the Twin Cities (ED 028 781), a second was undertaken to examine race relations. As the problem was immediately important, materials would be plentiful. Four courses (speech, composition, social studies, literature) and three instructors dealt exclusively with this 2-quarter, 16-credit project. The Fall 1968 class of 25 had only four blacks in it; the next had 14. The students did field work in the community; their reports were their writing assignment. As previous pre- and post-tests of attitudes had shown a student gain in empathy with other ethnic groups, the tests were not used for these two quarters. The investigators will reinstate them next time, however, as this one revealed that the black students lost less anti-white prejudice than expected. It was also clear that, after initial hesitations, the different perspectives of team teaching contributed to the vitality of instruction. It was disappointing to discover that not all… [PDF]

Gentry, Ruben (2010). Life for Minority Professors of Special Education Ain't Been No Crystal Stair. Online Submission, Paper presented at the Annual Meeting of the Council for Exceptional Children (33rd, St. Louis, MO, Nov 2-6, 2010). To expect an \easy life\ as a professor of special education is to expect what never was nor never will be. But when the playing field is uneven for minorities, or even worse, when it is not even recognized that the playing field is uneven, there is cause for action. For example, Bonner (2004) stated that minority faculty face tremendous challenges (including racism) in achieving tenure and promotion; Lovell (2004) countered that several of the experiences lamented by Bonner commonly happen to white faculty as well. It seemed not to be recognized that racism can negatively impact all of the necessary activities and accomplishments to earn tenure and promotion. The journey to becoming a professor of special education is long and tedious. It is making good grades in college for admission to a reputable graduate program, obtaining suitable employment in a promising university, becoming a successful teacher, being of service to students, and most certainly, launching a record of… [PDF]

Hoechsmann, Michael; Taylor, Lisa K. (2011). Beyond Intellectual Insularity: Multicultural Literacy as a Measure of Respect. Canadian Journal of Education, v34 n2 p219-238. We report on a survey of 942 grade 10 and 11 students from 10 urban and "rurban" boards in 5 Canadian provinces that takes stock of multicultural education three decades on in the context of youth's multiple, multimedia spheres of learning. This survey is presented as an innovative research instrument measuring "what young people know" about the struggles as well as the intellectual, political and cultural legacies of racialized peoples globally and nationally "and where they learned it (school, media, family, community)". Bivariate analysis of demographic, knowledge and attitudinal questions suggests schools' unique role in building a common knowledge base to combat Eurocentrism and cultural racism. (Contains 2 tables and 6 footnotes.)… [PDF] [Direct]

Gill, Wanda E. (2013). U.S. Department of Education Chapter of Blacks In Government's Reaction to the EEOC African American Workgroup Report. Online Submission The U.S. Department of Education Chapter of Blacks in Government (BIG) reviewed and responded to the EEOC [Equal Employment Opportunity Commission Office] African American Workgroup Report. The BIG ED Chapter considered whether: There is any evidence indicating that the number and percentage of African Americans employed by any federal government agency is a variable in the barriers described in the Report. Articulated another way, do barriers still exist in agencies with large numbers and percentages of African Americans relative to the total number of employees in an agency? Do barriers exist in those agencies with small numbers and percentages of African Americans? The recommendations were timely and strategic, given: (1) The Obama Administration; and (2) The increasing numbers of other groups of people of color along with the lower number of Blacks employed by some agencies in the federal government. While the Report included unconscious bias as a barrier, the ED Chapter… [PDF]

Horsford, Sonya Douglass (2011). Learning in a Burning House: Educational Inequality, Ideology, and (Dis)Integration. Teachers College Press The negative consequences of school desegregation on Black communities in the United States are now well documented in education research. \Learning in a Burning House\ is the first book to offer a historical look at the desegregation dilemma with clear recommendations for what must be done to ensure Black student success in today's schools. This important book centers race and voice in the desegregation discourse, examining and reconceptualizing the meaning of \equal education.\ Featuring the unique perspectives of Black school leaders, Horsford provides a critical race analysis of how racism has undermined the integration ideal and the subsequent schooling of Black children. Most importantly, the book discusses how meaningful education reform must be grounded in a moral activist vision of equal education through a cross-racial commitment to racial literacy, realism, reconstruction, and reconciliation in our schools and society. With an engaging style that invites us on a journey of… [Direct]

Valente, Rubia da Rocha (2013). Effects of Racial Discrimination on High School Performance and College Admission in Brazil. ProQuest LLC, Ph.D. Dissertation, University of Texas at Dallas. This research uses national survey data from the Exame Nacional do Ensino M√©dio (National Secondary Education Exam-ENEM) in Brazil to explore the impact of racial discrimination on high school students between 2004 and 2008. The analysis shows that being a victim of racism can reduce a student's ENEM scores, as well as diminish the perceived quality of their education. These results suggest that racial discrimination in the school environment can be detrimental to the learning experience and to educational attainment. In addition, the study analyzes the characteristics of students admitted to the University of S√£o Paulo (USP) and finds a great racial disparity in acceptance rates. Those accepted at the University of S√£o Paulo are more likely to be white, to come from high income families, to come from private high schools, to enroll in "cursinho" (prep course) and to have a mother with high educational attainment. Thus, the study concludes that higher education in Brazil is… [Direct]

Gillborn, David (2010). The Colour of Numbers: Surveys, Statistics and Deficit-Thinking about Race and Class. Journal of Education Policy, v25 n2 p253-276 Mar. Drawing on the traditions of critical race theory, the paper is presented as a chronicle–a narrative–featuring two invented characters with different histories and expertise. Together they explore the strengths and weaknesses of quantitative approaches to race equality in education. In societies that are structured in racial domination, such as the USA and the UK, quantitative approaches often encode particular assumptions about the nature of social processes and the generation of educational inequality that reflect a generally superficial understanding of racism. Statistical methods can obscure the material reality of racism and the more that statisticians manipulate their data, the more it is likely that majoritarian assumptions will be introduced as part of the fabric of the calculations themselves and the conclusions that are drawn. Focusing on the case of recent national data on the secondary education of minoritized children in England, the paper highlights statisticians'… [Direct]

Arteaga, Juan Manuel Sanchez; El-Hani, Charbel N. (2012). Othering Processes and STS Curricula: From Nineteenth Century Scientific Discourse on Interracial Competition and Racial Extinction to Othering in Biomedical Technosciences. Science & Education, v21 n5 p607-629 May. This paper analyzes the debates on \interracial competition\ and \racial extinction\ in the biological discourse on human evolution during the second half of the nineteenth century. Our intention is to discuss the ideological function of these biological concepts as tools for the naturalization and scientific legitimation of racial hierarchies during that period. We argue that the examination of these scientific discussions about race from a historical perspective can play the role of a critical platform for students and teachers to think about the role of science in current othering processes, such as those related to biomedical technosciences. If they learn how biological ideas played an ideological function concerning interracial relationships in the past, they can be compelled to ask which ideological functions the biological knowledge they are teaching and learning might play now. If this is properly balanced, they can eventually both value scientific knowledge for its… [Direct]

(2011). Explaining the Black-White Achievement Gap in the Context of Family, Neighborhood, and School. FPG Snapshot #64. FPG Child Development Institute In the United States, Black children start school behind their White peers on standardized reading and mathematics tests, and racial disparities in achievement increase during each subsequent year of primary and secondary education. To formulate an appropriate policy response to this enduring problem, a careful and comprehensive understanding of the factors that contribute to the achievement gap is needed. The \integrative model of development in context\ is a framework that can help researchers explore ethnic or racial group differences in child development and achievement. The model considers ways in which social position, racism, and segregation influence children's experiences in the three crucial contexts of family, neighborhood, and school. Results showed that at the neighborhood and school levels, Black children lived in more disadvantaged neighborhoods and attended schools with a higher proportion of poor or minority students. In unadjusted models White children scored higher… [PDF]

Thompson, Pamela W. (2014). African American Parent Involvement in Special Education: Perceptions, Practice, and Placement. ProQuest LLC, Ed.D. Dissertation, University of California, San Diego. The disproportional representation of Black students in special education has been an issue of concern for many years in the United States. A review of the literature illustrates the struggle of African American children in the American educational system: from the Civil Rights Movement and desegregation to the re-segregation of these same children into special day classrooms. What the literature fails to report is how parental involvement might help educators address the problem of overrepresentation and the perceptions of the families who are affected by their children being placed in special educational settings. The purpose of this study was to describe and analyze the experiences and perceptions of African American parents who have male children receiving special education services in schools. Critical race theory was utilized as a framework to examine and challenge the manner in which race and racism impacts practices and procedures by school personnel dealing with African… [Direct]

Gobbo, Francesca (2011). Racism, "Race" and Ethnographic Research in Multicultural Italy. Ethnography and Education, v6 n1 p9-27. This article is divided into two parts: in the first one, after mentioning episodes of violence against immigrants, the author discusses the issues of "race" and racism within the debate on immigration and diversity taking place in Italy. Pointing out a number of relevant indications and reflections that qualify such debate, she argues that the concern of Italian researchers, educators and citizens about the resurgence of racism must be understood with reference to the historical, philosophical and scientific perspectives that aimed to disunite humanity, on the one hand; on the other, in the light of Italy's history of racist ideology and its impact on education, during Fascism. Both research paths justified exclusion and exploitation of populations on the basis of a naturalistic classification whose null denotation has been definitely proved by recent biological and genetic evidence. In the second part, and with regard to contemporary times and changes brought about by… [Direct]

Roberts, Rosemarie A. (2011). Facing and Transforming Hauntings of Race through the Arts. Equity & Excellence in Education, v44 n3 p330-347. This article examines the pedagogical processes through which dance choreography and performance embody issues of social injustices. The author draws on ethnographic data of prominent black choreographers/dancers/educators, Katherine Dunham and Ronald K. Brown, to consider the behind the scene complex, interdependent practices of embodiment and to explore the ways in which concealed, yet present, social phenomena are transformed into provocative in-motion stories for the concert stage. Drawing on social justice education principles and Gordon's (1997) conception of ghostly phenomena, the data show that disavowing race and structural racism leave lingering and weighted traces of racialized experiences, making embodiment a complex and necessary condition for performing artists who aim to convey the meaning of these traces through dancing social justice. (Contains 9 notes.)… [Direct]

Cuenca, Alexander; Nichols, Joseph R., Jr. (2014). Ferguson Is about Us Too: A Call to Explore Our Communities. Social Education, v78 n5 p248-253 Sep-Oct. On August 9, Michael Brown, a college-bound black male, was fatally shot by a white police officer in the streets of Ferguson, Missouri. For several days, jarring images of tear gas, militarized police, and unrest in Ferguson flickered on screens across the world. Undoubtedly, what brought Ferguson to the national consciousness–the death of a young black male and the uprising that followed–provides an opportunity to explore important issues such as stereotyping in our society, the role of protests and demonstrations in civic life, and the ways in which traditional and social media help construct the narratives of critical events. However, at the root of these inquiries lies a tacit assumption that Ferguson was somehow extraordinary–that the flashpoint itself is what deserves to be interrogated. Yet, if we consider Ferguson in its totality through the eyes of its citizens, we can see that there was nothing extraordinary about what shaped the circumstances of these civic… [Direct]

Howard, Jimmy Lee, Jr. (2018). Building a Model of Black Women's Confidence in Campus Sexual Assault Resources: A Critical Race Feminist Quantitative Study. ProQuest LLC, Ph.D. Dissertation, Clemson University. The United States' evolving federal regulations and laws are doing little to disrupt systemic sexual violence, and more narrowly, are doing very little to protect Black women (Dunn, 2014; Harris, 2017; Harris & Linder, 2017; Konradi, 2016; O'Toole et al., 2015; Yung, 2015). Further, Black women are underrepresented in college sexual assault literature and little is known about how Black women perceive campus sexual violence resources and policy (Crosby, 2015; Tillman et al., 2010). The purpose of this study is to create a model to explore Black women's confidence in sexual assault resources. In order for institutions of higher education to combat sexual violence against women, college administrators must understand the factors that impact women's confidence in their sexual violence resources and policies. In this study, I argue that college administrators must eradicate essentialist perspectives of how women perceive resources and are impacted by sexual violence. This study… [Direct]

Aikenhead, Glen S. (2017). Enhancing School Mathematics Culturally: A Path of Reconciliation. Canadian Journal of Science, Mathematics and Technology Education, v17 n2 p73-140. Culturally responsive or place-based school mathematics that focuses on Indigenous students has an established presence in the research literature. This culture-based innovation represents a historical shift from conventional approaches to mathematics education. Moreover, it has demonstratively advanced the academic achievement for both Indigenous and non-Indigenous students. Its success has exposed deep fault lines in conventional school mathematics. Many mathematics educators unknowingly embrace problematic, taken-for-granted notions about their school subject that inhibit student engagement and contribute to Indigenous students' low graduation rates. However, innovative researchers and teachers have adapted or developed culture-based teaching materials and strategies that significantly reduce the problems inherent in conventional school mathematics. As a result, these innovators' actions challenge standard curricula and instruction. These changes coincide with another profound… [Direct]

Caref, Carol (2010). The Relevance of Racism to the Mathematics Experiences of African American Students in an Intensely Segregated Low Income School. ProQuest LLC, Ph.D. Dissertation, Illinois Institute of Technology. Society's failure to educate proportionate numbers of African American students in mathematics is an ongoing problem. The roots of this problem lie in systemic racism and segregated schools. The overwhelming majority of economically disadvantaged African American high school students at segregated schools receive substandard mathematics education. One part of this study consists of analysis of Chicago Public Schools (CPS) data, showing vast inequities in the education delivered to the 72% of African American CPS students who attend segregated schools. Data from interviews of 24 freshmen in low-level algebra classes at one such CPS school support the major part of this study. The interviewees answer questions about their experiences as mathematics students and as African Americans. Results of this study found students to be teacher dependent, to approach math lessons as unconnected to previous knowledge, and to take a narrow view towards the value of mathematics. Students had… [Direct]

Simons, Sara M. (2013). "It Gets under Your Skin": Using Process Drama to Explore Race and Privilege with Undergraduate Students. ProQuest LLC, Ph.D. Dissertation, New York University. This qualitative case study examined the use of process drama in an undergraduate Intergroup Dialogue and how the use of this drama-based pedagogy shaped participants' attitudes and understandings about race and privilege. The research focused on the creation of and subsequent reflection on improvised, episodic scenes and images structured around larger themes of socialization and oppression. The process drama utilized in this study involved both students and facilitators in role. This study found that participation in process drama affected participants' attitudes about race and privilege in a number of different ways and to different extents. Participants also experienced and problematized process drama in different ways. Overall, process drama was found to create empathy, to enable reflection on lived experiences, to lead to examination of stereotypes, privilege, and internalized racism, and to create awareness about gaps in students' education. This study found that mechanisms of… [Direct]

Hoskins, Bryony; Sallah, Momodou (2011). Developing Intercultural Competence in Europe: The Challenges. Language and Intercultural Communication, v11 n2 p113-125. Anti-racism has not played a prominent role in recent major European Union Lifelong Learning strategies. Nevertheless, its importance in Europe with increasing levels of migration has kept the concept, in the form of intercultural competence and intercultural dialogue, alive within European Education and Culture policy. This article traces the use of the terminology of culture within European policy and practice, in particular focusing on intercultural learning in European Youth work. It explores the effectiveness of the use of culture in addressing discrimination at an individual and structural level, using empirical examples. The article concludes that practice that focuses almost entirely on interpersonal skills at the individual level has limited influence in creating structural change. The article ends with proposals for anti-discrimination policy and practice. (Contains 1 note.)… [Direct]

Aveling, Nado; Davey, Pip; Fernandes-Satar, Audrey; Georgieff, Andre; Jackson-Barrett, Elizabeth; Kosniowska, Helen (2012). Equity, Academic Rigour and a Sense of Entitlement: Voices from the "Chalkface". Australian Association for Research in Education (NJ1), Paper presented at the Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE-APERA 2012) World Education Research Association (WERA) Focal Meeting (Sydney, New South Wales, Dec 2-6, 2012). When working with teacher education students one of our aims is to look at "race" and racism, and the implications that "being white" has for teachers' practice. Hence we develop conversations around who we are as gendered and racialised subjects who occupy specific socio-economic positions. Our students find this disconcerting, however, as educators we find the journey equally challenging, even painful. When students personalize their discomfort by attacking us, it is not easy to simply shrug off hurtful comments. What we want to do in this paper, therefore, is to share the stories of our "tragedies and triumphs" and present a number of impressionistic snapshots that illustrate the effects that teaching about social justice issues has on us as teachers. The issues mentioned in our title form the basis of our narratives: we are firmly committed to retaining our focus on equity as a guiding principle without sacrificing academic rigour, while at the same… [PDF]

Mason, Ann Mogush (2013). Schooling Culturally Relevant Pedagogy: One Story about Tension and Transformation. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. The need for multifaceted analyses of the relationship between how the United States acknowledges racism and how schooling can be structured to mitigate its negative impacts has never been greater, especially given the rising and often simplistic attention to the racial "achievement gap." In suburban, elite Pioneer City, a series of initiatives I refer to as "the transformation" aimed to eliminate the racial achievement gap in that school district through simultaneous efforts to redistribute students from a racially and economically isolated elementary school and to train all district staff in a particular brand of culturally relevant pedagogy (CRP; Ladson-Billings, 1995). In this yearlong study, I used critical ethnographic methods to explore some tensions between a goal of systemic change and the reproductive forces at play in schools. My findings complicate preexisting ways of theorizing how CRP can be part of practical efforts to transform schooling and they… [Direct]

Pearce, Sarah (2012). Confronting Dominant Whiteness in the Primary Classroom: Progressive Student Teachers' Dilemmas and Constraints. Oxford Review of Education, v38 n4 p455-472. Concerns about new teachers' capacity to address diversity in their classrooms are growing in many parts of the West, and there is some consensus that one aspect of the problem is the narrow range of cultural and social backgrounds from which teacher candidates are drawn. Yet a minority of socially aware teachers, from all backgrounds, continue to join the profession, and attempt to teach in ways that address diversity and confront racism. Drawing on data from an on-going longitudinal study of progressive teachers in their early careers, this article explores the dilemmas and constraints faced by four student teachers on their final teaching practice. Focusing on the curriculum, it examines their different responses to the unexamined white norms and priorities in the material they are expected to teach. It concludes that while there is cause for optimism about some new teachers' understanding of and commitment to race equality and ethnic diversity, more attention needs to be paid to… [Direct]

Patitu, Carol L.; Tack, Martha W. (1992). Faculty Job Satisfaction: Women and Minorities in Peril. ASHE-ERIC Higher Education Report No. 4, 1992. Given the impending shortage of prospective college faculty that will exist by the year 2000, the topics of faculty job satisfaction, recruitment, and retention must be given priority attention. Moreover, the faculty of the future must reflect the diversity of the population to be served; consequently, immediate actions must be taken to ensure that faculty positions are made attractive to women and minorities alike. Numerous internal stressors uniquely affecting women and minorities must be recognized and dealt with to enhance job satisfaction and create a better fit between the faculty role and the person involved. It has been shown that women faculty members are less satisfied with their positions than their male counterparts because they are often forced to sacrifice more in terms of their personal lives in order to meet the demands of their jobs, as well as their families. As for minority faculty members, they generally find themselves less likely to be tenured compared to… [PDF]

Williams, Randolph, Jr. (2013). How Direct Descendants of a School Lockout Achieved Academic Success: Resilience in the Educational Attainments of Prince Edward County's Children. ProQuest LLC, Ph.D. Dissertation, The College of William and Mary. From 1959 to 1964, approximately 1,700 Black children in Prince Edward County, Virginia were denied schooling, due to the county leaders' decision to close schools–a defiant response to federal racial desegregation mandates stemming from "Brown v. Board of Education" (1954, 1955). Yet from one of the most extreme cases of injustice in the history of American public schools emerged a remarkable example of resilience in education. Some descendants of the lockout persisted toward the completion of doctoral degrees in spite of their parents' experiences. This study sought an in-depth understanding of how and why these particular children developed academic resilience despite the adversity of having parents denied a complete public school education. This interpretivist phenomenological study drew upon the Systems Theory of Family Resilience (Walsh, 1998) to understand the processes that developed the eight participants' resilience. The data generated with these participants… [Direct]

Peters, Michael A. (2012). Education, Philosophy and Politics: The Selected Works of Michael A. Peters. World Library of Educationalists. Routledge, Taylor & Francis Group In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces–extracts from books, key articles, salient research findings, major theoretical and/practical contributions–so the world can read them in a single manageable volume. Michael A. Peters has spent the last 30 years researching, thinking and writing about some of the key and enduring issues in education. He has contributed over 60 books (authored, co-authored and edited) and 500 articles to the field. In "Education, Philosophy and Politics", Michael A. Peters brings together 15 of his key writings in one place, including chapters from his best-selling books and articles from leading journals. Starting with a specially written Introduction, which gives an overview of Michael's career and contextualises his selection, the essays are then arranged thematically to create a pathway of a way of thinking in philosophy of… [Direct]

Howley, Aimee; Howley, Marged; Middleton, Ren√©e A.; Pressley, Laura Jeanette; Williams, Natalie F. (2013). The Experience of Conducting a Study of Racial or Ethnic Dynamics: Voices of Doctoral Students in Colleges of Education. International Perspectives on Higher Education Research A large body of literature focuses on ways that learning experiences in colleges of education can combat racist stereotypes while promoting cultural competence. However, because limited research investigates how student research projects (e.g., master's theses and doctoral dissertations) can accomplish these same purposes, additional studies are needed. For this reason, the current exploratory mixed methods study addressed the following research question: "How does the racial identity development of doctoral students from colleges of education align with their experiences of conducting dissertation studies focusing on racial and/or ethnic dynamics in schools, universities, or human service agencies?" The research team used well-established scales to measure the racial identity development of Black and White participants. The team also conducted a series of three interviews with each participant to learn about how racial identity statuses contributed to and responded to the… [Direct]

Alanis, Iliana; Oliva, Maricela; Quijada Cerecer, Patricia D.; Rodriguez, Mariela A. (2013). At Home in the Academy: Latina Faculty Counterstories and Resistances. Educational Foundations, v27 n1-2 p91-109 Win-Spr. In the Academy, faculty and institutional leaders traditionally have been white, male, and heterosexual. Of the 173,395 Full Professors identified in the Integrated Postsecondary Education Data System (IPEDS) of the U.S. Department of Education in 2007, women represented almost 46,000, and Latinas held only 1,254 of those positions (U.S. Department of Education, 2010). Slow improvements (Valian, 1999) in institutions' structural diversity vis-a-vis Latina faculty means that they find themselves in alien territory, i.e., in contexts that do not readily understand or accept their difference, such that Latinas find it challenging to become incorporated into and legitimated within academe. Latinos of both genders in the faculty ranks experience subtle racism and hostility from students and peers (Solorzano, 1998) while Latina faculty members report feeling that their credibility as scholars or faculty members is challenged, and that White colleagues underestimate their abilities and… [PDF] [Direct]

Del Duca, Gemma (2011). Teaching of the Holocaust as Part of a University's Catholic Identity. Journal of Catholic Higher Education, v30 n2 p199-220 Sum. This article sketches the development of the National Catholic Center for Holocaust Education, Seton Hill University, Greensburg, PA. It does so with broad strokes, which paint a picture of the program of the Center within the context of ecclesial and papal activities and documents. The article describes how the Center entered into dialogue with the academic world of Holocaust studies (especially with the International School for Holocaust Studies, Yad Vashem, Jerusalem, Israel) and how it became engaged in an institute and in triennial conferences that prepare Catholic educators to each the Holocaust by referencing Catholic documents on the Holocaust and on related topics such as antisemitism, racism, genocide, human rights, and interreligious dialogue. The work of the Holocaust Center has contributed to strengthening Seton Hill University's Catholic identity…. [Direct]

Croom, Natasha N.; Gildersleeve, Ryan Evely; Vasquez, Philip L. (2011). \Am I Going Crazy?!\: A Critical Race Analysis of Doctoral Education. Equity & Excellence in Education, v44 n1 p93-114. The graduate school experience for students of color has been theorized as oppressive and dehumanizing (Gay, 2004). Scholars have struggled to document how students of color navigate and negotiate oppressive and dehumanizing conditions in their daily experiences of doctoral education. We provide a critical race analysis of the everyday experiences of Latina/o and black doctoral students. We draw from critical inquiry and critical race theory to establish and describe an overarching and powerful social narrative that informs, influences, and illustrates the endemic racism through which black and Latina/o students struggle to persist in pursuit of the doctorate. We call this social narrative, \Am I going crazy?!\ Deconstructing the narrative into its core elements, we provide an extended definition that illustrates a dehumanizing cultural experience in the everyday lives of doctoral students. We problematize these cultural norms to promote a more humanizing experience of doctoral… [Direct]

Holmes, Frances Kay (2013). Native American Perspectives on Educational Experiences from within the Not So Ivory Tower. ProQuest LLC, Ph.D. Dissertation, University of California, Davis. This dissertation explores how education has had an impact on the lives of twenty-three professors who are Native. Within the context of this study, education may refer to either learning in the western frame of schooling or non western forms of Indigenous education. While many individuals would define education as a process that develops life and job skills, this dissertation explores education for these twenty-three professors in all of its facets. In recent years scholarship has examined the experiences of Native Peoples in higher education and studies have emerged regarding Native Americans in academia. While research involving Indigenous students is often focused on mainstream notions of success and completion, this study moves beyond typical framing and examines how educational experiences of all types have had an impact on Indigenous Peoples working in academia. Contextualized within a historical framework that situates American Indian Education as an element of genocide, this… [Direct]

Cruz, Melissa McCants (2013). Undocumented Students and Higher Education in the State of Georgia: The "Don't Ask, Don't Tell" Policy of Illegal Immigrant Children. ProQuest LLC, Ph.D. Dissertation, Mercer University. The study detailed the life history of a family of five, Georgia high school graduates, undocumented students using semi-structured interviews. Because the five participants were all of Latino descent and undocumented students, their lived experiences were expected to add to the relatively young research concerning the sensitive, yet powerful, subject of undocumented people and higher education preparedness, access and achievement. The themes derived from the findings of the interviews, academic attainment, family unit issues, immigration issues, identity and challenges to daily life are all areas that are affected by the legal predicaments in which the undocumented students find themselves. Following the five principles of LatCrit, the participants acknowledge 1) that their race accounts for their experiences of oppression and cultural racism; 2) conventional concepts of the educational system do not apply to them as undocumented students; 3) equal opportunities is lacking when… [Direct]

Mosley, Melissa (2010). \That Really Hit Me Hard\: Moving beyond Passive Anti-Racism to Engage with Critical Race Literacy Pedagogy. Race, Ethnicity and Education, v13 n4 p449-471 Dec. This study interrogates how understandings about racism and anti-racism are constructed through interactions with students as well as peers in preservice teacher education contexts towards a closer understanding of racial literacy as both a personal and pedagogical tool. Critical race literacy pedagogy–a subset of the approaches known as multicultural education, culturally responsive teaching, and anti-racist teaching–is a set of tools to practice racial literacy in school settings with children, peers, colleagues, and so forth. In this article, I explore the construction of critical race literacy pedagogy for one white preservice teacher in a U.S. teacher education program through two engagements with literacy pedagogy: a reading lesson with two African American students and the discussion of a children's literature text in a teacher education book club. Through the critical, mediated discourse analysis of these two engagements, we see that for Kelly, the process of enacting… [Direct]

Abrams, Laura S.; Moio, Jene A. (2009). Critical Race Theory and the Cultural Competence Dilemma in Social Work Education. Journal of Social Work Education, v45 n2 p245-261 Spr-Sum. Cultural competence is a fundamental tenet of social work education. Although cultural competence with diverse populations historically referred to individuals and groups from non-White racial origins, the term has evolved to encompass differences pertaining to sexuality, religion, ability, and others. Critics charge that the cultural competence model is largely ineffective and that its tendency to equalize oppressions under a \multicultural umbrella\ unintentionally promotes a color-blind mentality that eclipses the significance of institutionalized racism. In this article we argue that critical race theory (CRT) can be used to address some of these noted problems with the cultural competence model. We define the major tenets of CRT and analyze its benefits and limitations for social work pedagogy around race, racism, and other oppressions…. [Direct]

Munday, Ian (2010). Improvisation in the Disorders of Desire: Performativity, Passion and Moral Education. Ethics and Education, v5 n3 p281-297 Nov. In this article, I attempt to bring some colour to a discussion of fraught topics in education. Though the scenes and stories (from education and elsewhere) that feature here deal with racism, the discussion aims to say something to such topics more generally. The philosophers whose work I draw on here are Stanley Cavell and Judith Butler. Both Butler and Cavell develop (or depart from) J.L. Austin's theory of the performative utterance. Butler, following Derrida, argues that in concentrating on the illocutionary force of utterances (their capacity to do things), Austin fails to account for the force of words themselves. The iterability of language means that words are never at one with themselves. They carry their old contexts with them as they enter into new ones. This has important consequences for ethical issues that pertain to what Butler calls the "performativity" of gender and race. Though we are performed by language, this performance has a dynamic quality that… [Direct]

Burkholder, Zoe (2011). Color in the Classroom: How American Schools Taught Race, 1900-1954. Oxford University Press Between the turn of the twentieth century and the "Brown v. Board of Education" decision in 1954, the way that American schools taught about "race" changed dramatically. This transformation was engineered by the nation's most prominent anthropologists, including Franz Boas, Ruth Benedict, and Margaret Mead, during World War II. Inspired by scientific racism in Nazi Germany, these activist scholars decided that the best way to fight racial prejudice was to teach what they saw as the truth about race in the institution that had the power to do the most good-American schools. Anthropologists created lesson plans, lectures, courses, and pamphlets designed to revise what they called "the "race" concept" in American education. They believed that if teachers presented race in scientific and egalitarian terms, conveying human diversity as learned habits of culture rather than innate characteristics, American citizens would become less racist. Although… [Direct]

Giles, Mark S.; Hughes, Robin L. (2009). CRiT Walking Race, Place, and Space in the Academy. International Journal of Qualitative Studies in Education (QSE), v22 n6 p687-696 Nov. This article is a commentary on several issues relevant to critical race theory (CRT), education, and race-related discourse. In this article, we hope to contribute to the dialogue on race and education, and raise a few thought-provoking questions regarding ways of seeing and thinking about CRT as both a theoretical and practical tool when focused on issues of race, structural racism, and education. (Contains 1 note.)… [Direct]

Slay, Jill (2011). Being, Becoming and Belonging: Some Thoughts on Academic Disciplinary Effects. Cultural Studies of Science Education, v6 n4 p841-843 Dec. In this paper I reflect on perspectives presented by John Settlage as he examines the truth of the proposition that \many teacher educators harbour deficit perspectives about their pre-service teachers, presuming that their lack of exposure to economically, ethnically and linguistically diverse settings renders them deficient as future educators.\ In the study presented in his paper, he \uncovered shifting identities that indicate that mainstream future teachers do not fit the \damaged goods\ label that ardent multiculturalists might be tempted to impose.\ One of his conclusions was that \the practices of essentializing education majors because of their perceived deficiencies born of privilege are inaccurate and unproductive.\ My reflections focus on tertiary teacher-researchers in mathematics, information technology, environmental sciences and engineering, their students and racism, and broaden Settlage's context to teaching and research relationships in this setting…. [Direct]

Dantley, Michael; Gooden, Mark A. (2012). Centering Race in a Framework for Leadership Preparation. Journal of Research on Leadership Education, v7 n2 p237-253 Oct. This article argues that a framework of educational leadership must be so designed as to specifically speak to the transitioning demographics in schools in the United States. Particularly salient is a framework that addresses the issue of race within a broader context of social justice. The article outlines five ingredients of such a framework, including self-reflection, a grounding in a critical theoretical construction, a prophetic and pragmatic edge, praxis, and the inclusion of race language. Furthermore, the article outlines pragmatic ways in which educational leadership preparation programs can address the failures of the dominant system to embrace and struggle with the American issue of race in education. The impact of racism and the efficacy of the blending of self-reflection, introspection, as well as intellectual work are discussed as viable vehicles to deal with the matters of race in preparing prospective school leaders. The article concludes with the presentation of a… [Direct]

McKay, Robert B. (1978). An Overview of the Bakke Case and Its Possible Implications. The facts of the Bakke case, points of agreement and disagreement, and implications are addressed. Although the case technically involves only the validity of denying Bakke admission to medical school in 1974, it has become a class action for the decision of large questions of constitutional law with possible enormous impact on higher education and other areas of affirmative action. Bakke alleged violation of equal protection provisions, since he was denied admission to the University of California (Davis) medical school although his test scores and grade point average were higher than most or all the 16 minority applicants who were accepted under a Task Force Program. It is suggested that there is general agreement that the case is important to higher education, that racism persists in the United States, that minorities are seriously underrepresented in higher education, that some preference must be continued if the present proportion of minorities in selective institutions is to…

Brown-Jeffy, Shelly; Cooper, Jewell E. (2011). Toward a Conceptual Framework of Culturally Relevant Pedagogy: An Overview of the Conceptual and Theoretical Literature. Teacher Education Quarterly, v38 n1 p65-84 Win. The United States is a diverse country with constantly changing demographics. The noticeable shift in demographics is even more phenomenal among the school-aged population. The increase of ethnic-minority student presence is largely credited to the national growth of the Hispanic population, which exceeded the growth of all other ethnic minority group students in public schools. Scholars have pondered over strategies to assist teachers in teaching about diversity (multiculturalism, racism, etc.) as well as interacting with the diversity found within their classrooms in order to ameliorate the effects of cultural discontinuity. One area that has developed in multicultural education literature is culturally relevant pedagogy (CRP). CRP maintains that teachers need to be non-judgmental and inclusive of the cultural backgrounds of their students in order to be effective facilitators of learning in the classroom. The plethora of literature on CRP, however, has not been presented as a… [PDF] [Direct]

Brown, M. Christopher, II, Ed.; Dancy, T. Elon, II, Ed.; Davis, James Earl, Ed. (2013). Educating African American Males: Contexts for Consideration, Possibilities for Practice. Counterpoints: Studies in the Postmodern Theory of Education. Volume 383. Peter Lang New York This book's predecessor, \Black Sons to Mothers: Compliments, Critiques, and Challenges for Cultural Workers in Education\ (Peter Lang, 2000), sparked a decade of meaningful scholarship on the educational experiences and academic outcomes of African American males. \Black Sons to Mothers\ proffered seminal contributions to the academic literature on the achievement gap, differential instruction, and minority schooling, and inspired further research–countless books, articles and reports written since about the educational challenges and successes of African American males directly reference the work. \Educating African American Males: Contexts for Consideration, Possibilities for Practice\ continues, extends, and advances the research and conversations introduced in \Black Sons to Mothers\. The chapters in this volume were commissioned by the Alphas in the Academy Committee (AAC) of Alpha Phi Alpha Fraternity, Incorporated. The AAC addresses issues incident to collegiate life,… [Direct]

Marx, Sherry (2004). Regarding Whiteness: Exploring and Intervening in the Effects of White Racism in Teacher Education. Equity and Excellence in Education, v37 n1 p31-43. This study examines the beliefs of nine white English-only speaking preservice teachers who tutored English language learners of Mexican origin as part of a university field service requirement. Over the course of a semester, participants were interviewed at length about their own reasons for becoming teachers, their beliefs about the children, and the ways in which race influenced their lives. Participants also were observed tutoring, and their learning journals were analyzed. Through various means of data collection, it became apparent that the good intentions of the participants were consistently undermined by the whiteness and the racism that influenced their beliefs about and behaviors with the children. The researcher consequently decided to intervene in the study, sharing data with participants and encouraging them to see the ways that whiteness and racism influenced their tutoring experience. Critical Race Theory and Critical White Studies together make up the theoretical… [Direct]

Alford, Sue (2012). Science and Success: Sex Education and Other Programs That Work to Prevent Teen Pregnancy, HIV, and Sexually Transmitted Infections. Third Edition. Executive Summary. Advocates for Youth Teen pregnancy in the United States has declined significantly in the last two decades. Despite these declines, rates of teen birth, HIV, and STIs in the United States remain among the highest of any industrialized nation. Socio-economic, cultural and structural factors such as poverty, limited access to health care, racism and unemployment contribute to these high rates. Yet, behavioral interventions also show promise for helping young people reduce their risk for unwanted pregnancy, HIV and other STI. Program planners can look to the body of available evaluation and research to identify programs to help young people learn the information and skills necessary to reduce their risk. Many of these programs are best suited for implementation by community-based organizations or in after school-programs or clinics. These programs can be used to provide a foundation for sex education, yet none is comprehensive enough to stand alone in substitute for comprehensive sexual health education…. [PDF]

Cowan, Paula; Maitles, Henry (2012). "It Reminded Me of What Really Matters": Teacher Responses to the Lessons from Auschwitz Project. Educational Review, v64 n2 p131-143. Since 2007, the Lessons from Auschwitz Project organised by the Holocaust Education Trust, has taken groups of Scottish senior school students (between 16 and 18 years) and where possible an accompanying teacher from their school, to Auschwitz-Birkenau Memorial and Museum as part of a process of increasing young people's knowledge and understanding of the Holocaust and racism. The Project comprises four components: an orientation session, the visit to the Museum, a follow-up session and a Next Steps initiative. The final component involves students designing and implementing projects in their school and community aimed at disseminating what they have learned. Previous published research has focused on the impact of the Lessons from Auschwitz Project on student participants. This research (funded by the Pears Foundation and the Holocaust Education Trust) investigates the impact the Lessons from Auschwitz Project has on teacher participants. The methodology was an online questionnaire,… [Direct]

Theodorou, Eleni (2011). "Children at Our School Are Integrated. No One Sticks out": Greek-Cypriot Teachers' Perceptions of Integration of Immigrant Children in Cyprus. International Journal of Qualitative Studies in Education (QSE), v24 n4 p501-520. Increasingly social scientists, including education theorists, find themselves having to fight an almost invisible racism that is masked by the racist undertones of the dominant discourse and practice of colorblindness. A continuous emphasis on colorblindness gives precedence to the role of race, diverting attention away from other forms of discrimination which can become the basis for exclusion. I would argue that for such acts of marginalization, difference-blindness may have more explanatory power. This paper discusses Greek-Cypriot teachers' perceptions of the integration of immigrant children in a Greek-Cypriot public primary school through the framework of difference-blindness. The discussion shows that despite their good intentions, teachers utilized a difference-blind ideology to rationalize practices of social exclusion of non-Cypriot students in what was considered an "integrated" school environment. (Contains 11 notes.)… [Direct]

Mitchell, Kara (2010). Systemic Inequities in the Policy and Practice of Educating Secondary Bilingual Learners and Their Teachers: A Critical Race Theory Analysis. ProQuest LLC, Ph.D. Dissertation, Boston College. In 2002, voters in Massachusetts passed a referendum, commonly referred to as "Question 2," requiring that, "All children in Massachusetts public schools shall be taught English by being taught in English and all children shall be placed in English language classrooms" (M.G.L.c.71A section 4). This dissertation investigates the system of education for secondary bilingual learners and their teachers resulting from the passage of Question 2 by examining assumptions and ideologies about race, culture, and language across policy and practice. Drawing on critical race theory (CRT) and the construct of majoritarian stories, two distinct and complimentary analyses were conducted: a critical policy analysis of state level laws, regulations, and policy tools, and a critically conscious longitudinal case study of one teacher candidate who was prepared to work with bilingual learners and then taught bilingual learners during her first three years of teaching. The critical… [Direct]

Nash, Kindel A. Turner (2012). Blinded by the White: Foregrounding Race in a Language and Literacy Course for Preservice Teachers. ProQuest LLC, Ph.D. Dissertation, University of South Carolina. While the teaching population in the U.S. is predominantly (84%) White (National Council of Education Statistics, 2010), students of Color will comprise 41% of the total school population by the year 2020, with 67% in urban areas (NCES, 2010). Studies show that children of Color are regularly disenfranchised through inequitable instructional, curricular, and assessment school practices (Ladson-Billings, 2009). Achievement statistics also show that schools fail to serve African American students more than any other group (Gay, 2010). Colleges of education must take action. Addressing this problem, this study used qualitative methods to explore what happened when critical race theory conceptually guided a literacy methods course for preservice teachers. Findings indicate that while preservice teachers gained many insights about issues of race and racism, there were considerable tensions and challenges, such as White Talk (McIntyre, 1997), colorblind dispositions, and deflection… [Direct]

Odora Hoppers, Catherine A. (2013). Community Engagement, Globalisation, and Restorative Action: Approaching Systems and Research in the Universities. Journal of Adult and Continuing Education, v19 n2 p94-102 Aut. It is clear that there is a wide range of arguments that reflect varying degrees of disaffection with the university worldwide. A great deal of understandable effort is directed at the impact of globalisation, especially the way it is making universities engage in academic capitalism (Slaughter and Leslie, 1997). The alternative arguments emphasise democratic internal governance and external community service driven by the goals of social equity, democratic values, and concern for the public good. Currie and Subotsky (2000) referring to the South African situation, caution that without exploring the basis upon which reconstructive community development can be institutionally operationalised, the twin goals of global and redistributive development will remain unsolved. They point out the overinvestment in accounting for the new organisational and epistemological features of the "market" university, policy and academic debates that are silent on the corresponding features of… [Direct]

Siraj-Blatchford, Iram (1991). A Study of Black Students' Perceptions of Racism in Initial Teacher Education. British Educational Research Journal, v17 n1 p35-58. Researches student perceptions among Afro-Caribbeans, and Africans enrolled in Initial Teacher Education (ITE) departments in Great Britain. Students discover their courses fail to address racism issues; perceive the selection processes are discriminatory; and find racist attitudes among lecturers. (NL)…

Danowitz, Mary Ann; Tuitt, Frank (2011). Enacting Inclusivity through Engaged Pedagogy: A Higher Education Perspective. Equity & Excellence in Education, v44 n1 p40-56. The purpose of this article is to describe a curricular change process used to incorporate inclusivity and diversity in a Higher Education Ph.D. program. The efforts of faculty members and students to practice engaged pedagogy as advocated by bell hooks are also described. Accounts from two agents, a professor and assistant professor working in the graduate program, of the re-envisioning and development processes focus on three types of changes: strategic administrative actions, curricular change, and pedagogical change. The authors use critical race and feminist perspectives and personal narratives to describe their experiences and how these led to incorporating radical and transformative perspectives in the classroom as they worked collaboratively with students to recognize various kinds of racism, sexism, and inequalities in their lives at the university and in society. Students were supported to find dissertation methodologies and topics consistent with their values. (Contains 1… [Direct]

Philion, Stephen (2009). Is Race Really Controversial in the University Classroom?. Journal for Critical Education Policy Studies, v7 n1 p300-319 Jun. Today, even though \social justice\ programs exist as a virtual growth industry on US campuses and many universities have incorporated classes on race and racism into their curricula, everyone continues to be faced with the perception that race is a \controversial\ topic that has to be broached with care due to its \sensitive nature\. This is even more so in a day and age of nervousness about political discourse becoming \uncivil\. In this article, the author opens up the following questions: (1) How can everyone account for the perception that, in the university classroom, racism is perceived as uniquely controversial?; (2) Why are race and racism promoted as uniquely \controversial\ topics on American campuses?; (3) How has this belief been shaped by and used ideologically to reproduce the accommodation of American higher education to the political economy of neo-liberalism?; and (4) What alternatives to this ideological orientation in the university classroom exist that more… [PDF]

Philip, Thomas M. (2011). Moving beyond Our Progressive Lenses: Recognizing and Building on the Strengths of Teachers of Color. Journal of Teacher Education, v62 n4 p356-366 Sep-Oct. Through in-depth interviews with a group of accomplished teachers of color who emphasized the need for their students to access the \culture of power\ as a means to work toward racial justice, I attempt to represent the purposefulness of their practice within the context of what one participant termed the \millennium form of slavery.\ I argue that such teachers of color are portrayed through a progressive lens as authoritarian and conformist, making it difficult to see the multifaceted nature of their practice, including their deep commitments to their students and their communities, and their understanding of the systemic nature of racism. Such representations hinder a deeper dialogue with them and do not adequately portray them as successful models for prospective teachers. In the concluding section, I explore challenges as well as productive approaches to characterizing the practice of these teachers in ideologically diverse preservice teacher education programs. (Contains 1 note.)… [Direct]